Generative artificial intelligence as a semiotic mediator in the learning of Spanish as an additional language in Secondary Education

José Manuel De Amo Sánchez-Fortún; Kevin Baldrich Rodríguez; Juana Celia Domínguez-Oller; Carmen Pérez-García

doi:10.30827/portalin.vi46.36822

Authors

José Manuel De Amo Sánchez-Fortún University of Almería (Corresponding author) https://orcid.org/0000-0002-5680-2921
Kevin Baldrich Rodríguez University of Almería https://orcid.org/0000-0002-2243-3638
Juana Celia Domínguez-Oller University of Almería https://orcid.org/0000-0003-1052-2497
Carmen Pérez-García University of Almería https://orcid.org/0000-0002-5995-4111

DOI:

https://doi.org/10.30827/portalin.vi46.36822

Keywords:

Generative Artificial Intelligence, Spanish as an Additional Language (SAL), Pedagogical Translanguaging, Linguistic Equity, Critical Digital Literacy

Agencies: This research work was supported by the project ‘Educational Transformation: Exploring the Impact of Artificial Intelligence on University Students’ Reading and Writing Development’ (PID2023-151419OB-I00), funded by the ‘Knowledge Generation’ R&D&I Projects call, within the State Programme for the Promotion of Scientific and Technical Research and Its Transfer, as part of the State Plan for Scientific, Technical and Innovation Research 2021–2023. Funded by the Spanish Ministry of Science, Innovation and Universities and the State Research Agency, 2024–2027.

Abstract

This study examines how generative artificial intelligence (GenAI) functions as a semiotic mediator in the development of multimodal communicative competence among immigrant secondary learners of Spanish as an Additional Language (SAL) in plurilingual contexts. Informed by research on multiliteracies, multimodal communication, pedagogical translanguaging and the FAMILY analytical model, it adopts an explanatory sequential mixed-methods design comprising a quasi-experimental phase (two GenAI groups and one control; 48 students in three secondary schools) followed by qualitative analyses. Across eight weeks, learners completed three multimodal tasks (podcast, infographic and video production) in which GenAI supported planning, revision and design processes under structured teacher mediation and guided use of home languages. Linear mixed-effects models revealed significant improvements in multimodal performance, academic literacy, pronunciation and motivation, with particularly marked gains among learners whose first language is not Spanish. Qualitative analyses identified mechanisms of semiotic integration, cognitive translanguaging and ethical reflexivity, mapped onto the FAMILY dimensions and the Framework for Visual Literacy. Overall, GenAI is conceptualised as a compensatory cultural tool capable of promoting linguistic equity, multimodal participation and critical literacy when integrated within reflective pedagogical mediation, heterogeneous collaboration and explicit instruction in digital ethics. Methodological constraints are acknowledged, and future research directions are indicated.

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Author Biographies

José Manuel De Amo Sánchez-Fortún, University of Almería (Corresponding author)

Catedrático de Universidad en Didáctica de la Lengua y la Literatura en la Universidad de Almería. Su trayectoria se centra en la educación literaria, la lectura digital, las prácticas lectoras en entornos multimodales y el impacto de la inteligencia artificial en la alfabetización académica. Dirige el grupo HUM-754, lidera y ha liderado diversos proyectos de I+D+I, con una producción científica amplia y consolidada.

Kevin Baldrich Rodríguez, University of Almería

Doctor en Ciencias Humanas y Sociales y profesor sustituto en el Departamento de Educación de la Universidad de Almería. Sus líneas de investigación se centran en el uso de herramientas de inteligencia artificial para la lectura y la escritura en la educación superior, así como en la narrativa y sus aplicaciones didácticas.

Juana Celia Domínguez-Oller, University of Almería

Profesora en el Departamento de Educación de la Universidad de Almería. Su experiencia docente y sus investigaciones se orientan a la Didáctica de la Lengua y la Literatura, con especial atención a la alfabetización académica, el análisis del discurso y el impacto de la inteligencia artificial en la formación universitaria.

Carmen Pérez-García, University of Almería

Doctora en Ciencias Humanas y Sociales y Profesora Ayudante Doctora en el Departamento de Educación de la Universidad de Almería. Su docencia y producción científica se vinculan a la Didáctica de la Lengua y la Literatura. Trabaja temas relacionados con la educación literaria, los clubes de lectura, las prácticas literarias en entornos digitales y el papel de la IA en los procesos de lectura y escritura.

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