The integration of technology in education has introduced new methods for enhancing learning, especially in English as a Foreign Language (EFL) classrooms. This study explores the role of WhatsApp as a digital tool in promoting student engagement and improving learning outcomes. Drawing on sociocultural theory and connectivism, the research analyses real-world WhatsApp interactions between teachers and students across varying proficiency levels, examining both the linguistic and social aspects of communication. Using a qualitative approach, the study examines how WhatsApp supports the sharing of learning materials, facilitates timely feedback, encourages active discussions, and fosters a sense of community within the learning environment. The findings reveal that WhatsApp significantly increases student participation, boosts motivation, and promotes learner autonomy, all of which contribute to enhanced language proficiency and more effective collaborative learning experiences. Nevertheless, challenges such as managing distractions, minimizing off-task behavior, and ensuring equitable access to the platform were also noted. Despite these challenges, the study concludes that WhatsApp can be an effective tool for enhancing EFL learning when used with clear guidelines and careful implementation. The research highlights the increasing relevance of mobile-assisted language learning (MALL) in creating more interactive, engaging, and supportive educational environments that benefit both teachers and learners alike.

Since the 2021-2022 academic year, Universidad del Atlántico Medio has offered a Master's degree in Bilingual Education (60 ECTS), which includes a compulsory internship component worth 6 ECTS (150 total hours of teaching and observation). As part of the program, students are required to submit an internship report, typically between 15 and 60 pages, which includes a critical reflection of 2 to 5 pages focused on their teaching experience, particularly addressing the skills they acquired and how well the internship met its objectives. This study presents a content analysis of 25 internship reports. Findings reveal that 74% of students felt their initial expectations were not met, primarily due to the inappropriate implementation of CLIL (Content and Language Integrated Learning) or Bilingual Education in the educational centers (infant, primary, and secondary levels). Specifically, they highlighted the lack of a proper CLIL/Bilingual approach, insufficient application of the 4Cs (content, communication, cognition, and culture), and an overreliance on traditional EFL/ESL methodologies. Despite these challenges, 81% of students reported significant improvement in their digital skills, and 95% described the internship as a highly positive and transformative experience, even though the centers did not fully adhere to dual content-language learning methods. Students were particularly critical of the inadequate application of traditional teaching methods, which they felt did not align with the principles of CLIL or Bilingual Education.

The integration of advanced technologies in education has revolutionized communication and information retrieval, but it also presents academic challenges, particularly with the use of language models like GPT for completing assignments. This innovation project addresses these challenges by incorporating Chat GPT as an educational tool. Rather than restricting or penalizing its use, this project adopts a responsible integration approach, treating Chat GPT similarly to a calculator, allowing its use in specific tasks while recognizing that students may utilize it unsupervised. The project aims to enhance digital competence among students, many of whom are active primary school teachers, by providing them with the necessary skills to navigate an increasingly AI-influenced educational environment. The project's broader objective is to prepare students for contemporary educational challenges by transforming the potential misuse of Chat GPT into an opportunity for enriching their learning experiences. Through practical activities, the project fosters critical thinking, creativity, and the practical application of knowledge. It emphasizes the ethical and effective use of Chat GPT, guiding students in autonomous research, critical evaluation of AI-generated responses, and the ethical considerations in their use of the tool. The project also promotes collaborative learning and adaptive learning techniques, addressing the diverse English proficiency levels among students. The expected outcomes include improved digital competence and ethical use of Chat GPT, which will be assessed through detailed rubrics for both students and instructors. This project not only equips students with essential 21st-century skills but also serves as a model for integrating emerging technologies in educational settings, ultimately benefiting both the students and the broader educational community.

The rise of artificial intelligence (AI) in education has created new opportunities for second language (L2) learning. This study explores the impact of ChatGPT, an AI tool, on the development of L2 writing skills, focusing on how knowledge of vocabulary and grammar contributes to writing complex texts. These linguistic skills are essential for successful L2 writing (Nation, 2001; Ellis, 2002). A total of 41 students participated in this research. Although the study was designed to collect data longitudinally, for this analysis we only used responses from the first questionnaire completed after using ChatGPT. This questionnaire focused on students' perceptions of ChatGPT’s role in their writing process, particularly regarding their ability to revise texts with its help. The text-writing phase allowed participants to reflect on both their original texts and the corrections suggested by ChatGPT, promoting metalinguistic reflection. A linear regression analysis was conducted to examine the relationship between self-assessed vocabulary and grammar knowledge and L2 writing quality. The results show a significant association between mastery of vocabulary and grammar and the ability to produce more advanced texts in L2, supporting previous research on the role of these elements in writing proficiency (Al-Qahtani, 2005; Saslow, 2006). In conclusion, integrating AI tools like ChatGPT into L2 education can significantly enhance writing skills. ChatGPT’s feedback facilitates reflection on linguistic choices, which may contribute to improvements in writing complexity. These findings offer important insights for educational program design and the use of AI in language teaching. Further research should examine how to optimize AI interactions to better support L2 learning outcomes.