<?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>2528-7907</journal-id>
<journal-title><![CDATA[Revista San Gregorio]]></journal-title>
<abbrev-journal-title><![CDATA[Revista San Gregorio]]></abbrev-journal-title>
<issn>2528-7907</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Gregorio de Portoviejo ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2528-79072025000200079</article-id>
<article-id pub-id-type="doi">10.36097/rsan.v1i62.3579</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Herramientas digitales impulsadas por inteligencia artificial para la retención de vocabulario en estudiantes de lenguas extranjeras: Un estudio basado en percepciones]]></article-title>
<article-title xml:lang="en"><![CDATA[AI-powered digital tools for vocabulary retention in Foreign Language Learners: A perception-based study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes,]]></surname>
<given-names><![CDATA[Vladimiro Xavier Jácome]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Romero,]]></surname>
<given-names><![CDATA[Steven Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintero,]]></surname>
<given-names><![CDATA[Cesar Enrique Andraus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal del Sur de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unidad Educativa Tomás Moro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad San Gregorio de Portoviejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>1</volume>
<numero>62</numero>
<fpage>79</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2528-79072025000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2528-79072025000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2528-79072025000200079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio examina el uso de herramientas digitales potenciadas por inteligencia artificial (IA) para la retención de vocabulario. Se centra en estudiantes matriculados en el programa de Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) de la Universidad Estatal del Sur de Manabí (UNESUM), Ecuador, donde el inglés se enseña como lengua extranjera dentro de un marco más amplio de pedagogía de lenguas. Se empleó un enfoque cuantitativo, descriptivo y relacional. Los datos se recolectaron mediante una encuesta en línea. Participaron 111 estudiantes, todos con experiencia en el uso de herramientas como ChatGPT, sistemas de tutoría inteligente y realidad aumentada. La encuesta analizó la frecuencia de uso, la efectividad percibida y el papel de los recursos multimedia en el aprendizaje del vocabulario. Muchos estudiantes reportaron una mejor retención a largo plazo, mayor precisión en la escritura y un aumento en la motivación. Estos beneficios se vincularon con la retroalimentación instantánea y las funciones interactivas. Sin embargo, algunos participantes señalaron errores ocasionales y una falta de explicaciones detalladas. Otros mencionaron oportunidades limitadas para practicar conversaciones reales. Los hallazgos coinciden con estudios que destacan la importancia de los entornos digitales adaptativos. Si bien las herramientas de IA pueden mejorar el aprendizaje del vocabulario, aún requieren mejoras. Se recomienda una mejor capacitación para los estudiantes y la optimización de las interfaces. Se necesitan más estudios para comprender su impacto a largo plazo. Esta investigación resalta el valor de la inteligencia artificial en la enseñanza de idiomas y abre la puerta a nuevas oportunidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examines the use of AI-powered digital tools for vocabulary retention. It focuses on students enrolled in the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at Universidad Estatal del Sur de Manabí (UNESUM), Ecuador, where English is taught as a foreign language within the broader framework of language pedagogy. A quantitative, descriptive, and relational approach was used. Data were collected through an online survey. One hundred eleven students participated, all with experience using tools such as ChatGPT, intelligent tutoring systems, and augmented reality. The survey analyzed usage frequency, perceived effectiveness, and the role of multimedia resources in vocabulary learning. Many students reported better long-term retention, improved writing accuracy, and increased motivation. These benefits were linked to instant feedback and interactive features. However, some participants noted occasional errors and a lack of detailed explanations. Others mentioned limited opportunities for actual conversation practice. The findings align with studies emphasizing the importance of adaptive digital environments. While AI tools can enhance vocabulary learning, they still require improvements. Better student training and interface optimization are recommended. Integrating them into a hybrid learning model could maximize their benefits. Further studies are needed to understand their long-term impact. This research highlights the value of artificial intelligence in language teaching and opens the door to new opportunities.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[digital technology]]></kwd>
<kwd lng="en"><![CDATA[language acquisition]]></kwd>
<kwd lng="en"><![CDATA[foreign language teaching]]></kwd>
<kwd lng="en"><![CDATA[english language]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[medios digitales]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de idiomas]]></kwd>
<kwd lng="es"><![CDATA[lengua inglesa]]></kwd>
</kwd-group>
</article-meta>
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