Intelligent (but artificial) Feedback in Spanish as a Foreign Language: Evaluation of ChatGPT and Claude as Text Correction Tools

This research analyses the potential and limitations of two artificial intelligence models (ChatGPT 4 and Claude 3.7) as feedback tools for texts written by students of Spanish as a foreign language. Using selected texts from the CEDEL2 corpus, the study evaluates these models' ability to provide pedagogically appropriate corrections. The qualitative analysis focuses on four criteria: accuracy in error detection, clarity of explanations, pedagogical adequacy, and potential problems. Results reveal that both models show high precision in detecting basic errors but present significant limitations such as overcorrection and difficulties adapting explanations to the student's level. Claude stands out for its systematic structure, while ChatGPT excels in humanizing feedback. Based on these findings, we propose an integrated model to implement these tools in the Spanish language classroom, where the teacher maintains a crucial role as mediator, and we offer practical recommendations to maximize their benefits while minimizing their risks.