Academic Literacy in Pre-Service Teacher Education: The Impact of ChatGPT-4o on Disciplinary Writing in Hispanic Contexts
DOI:
https://doi.org/10.24197/e0gcx489Keywords:
academic literacy, AI-assisted writing, higher education, writing autonomy, critical thinkingAbstract
This study examines the impact of generative artificial intelligence (GAI) on academic literacy processes in Spanish within the specific context of initial teacher education. Using a sequential exploratory design with a predominantly qualitative approach, it analyses the use of ChatGPT-4o in academic writing tasks carried out by undergraduate students in Primary Education. The research evaluates the influence of AI-assisted writing on discourse structure, expository clarity, argumentative coherence, and textual autonomy. The findings indicate improvements in discourse planning and information management, alongside significant limitations related to the loss of authorial voice, uncritical acceptance of automated reformulations, and limited critical review of generated content. Recurrent errors in bibliographic references were also identified, potentially linked to the cognitive authority attributed by students to GAI systems, which hinders rigorous source validation. These results highlight the need to foster critical literacy in the use of such tools, supported by appropriate pedagogical guidance and integrated into coherent didactic frameworks that promote the development of autonomous writing competences in higher education settings.
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