<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822026000100476</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v9i17.4980</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Artificial intelligence in language learning: a tool or a threat?]]></article-title>
<article-title xml:lang="en"><![CDATA[La inteligencia artificial en el aprendizaje de idiomas: ¿una herramienta o una amenaza?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Sigsig]]></surname>
<given-names><![CDATA[Diana Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zambrano-Batallas]]></surname>
<given-names><![CDATA[Ruben Dario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Sigsig]]></surname>
<given-names><![CDATA[Johnny Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Machala  ]]></institution>
<addr-line><![CDATA[Machala El Oro]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Superior Universitario de Formación Profesional Administrativa y Comercial  ]]></institution>
<addr-line><![CDATA[Machala El Oro]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Internacional del Ecuador  ]]></institution>
<addr-line><![CDATA[Machala El Oro]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>476</fpage>
<lpage>490</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822026000100476&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822026000100476&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822026000100476&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este estudio fue analizar la inteligencia artificial en el aprendizaje de lenguas, ya sea como herramienta o amenaza. Metodológicamente, se basó en un estudio cuantitativo descriptivo que utilizó un método de encuesta, utilizando un cuestionario estructurado a escala Likert. Este instrumento fue validado por expertos y con un coeficiente alfa de Cronbach de 0,80, lo que indica una fiabilidad aceptable. Como resultado, se observó el desarrollo de las cuatro habilidades: la oratoria, mediante la creación de actividades orales innovadoras; la escucha, a través de la participación en ejercicios de comprensión auditiva; la lectura, a través de la comprensión de diversos textos; y la escritura, a través de la producción de obras escritas. En conclusión, el uso de la inteligencia artificial se ha percibido como una herramienta cuando se emplea para el progreso académico y para la vida; por el contrario, ha constituido una amenaza cuando se utiliza únicamente para completar tareas sin promover un aprendizaje significativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this study was to analyze artificial intelligence in language learning, as either a tool or a threat. Methodologically, it was based on a descriptive quantitative study that utilized a survey method, using a structured Likert scale questionnaire. This instrument was validated by experts and had a Cronbach&#8217;s alpha coefficient of 0.80, indicating acceptable reliability. As a result, the development of the four skills was observed: speaking, through the creation of innovative oral activities; listening, through participation in listening comprehension exercises; reading, through the comprehension of various texts; and writing, through the production of written work. In conclusion, the use of artificial intelligence has been perceived as a tool when employed for academic progress and for life; conversely, it has constituted a threat when used merely to complete tasks without promoting meaningful learning.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[English language learning]]></kwd>
<kwd lng="en"><![CDATA[tool]]></kwd>
<kwd lng="en"><![CDATA[threat.]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje del inglés]]></kwd>
<kwd lng="es"><![CDATA[herramienta]]></kwd>
<kwd lng="es"><![CDATA[amenaza.]]></kwd>
</kwd-group>
</article-meta>
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