Abstract

This article analyzes the impact of AI-mediated mobile learning on the development of oral competence within the Initial training of teachers of Spanish as a foreign language (ELE) . The study was carried out during the 2024-2025 academic year at a teacher training institution in Francophone Africa, with a sample of fifteen future ELE teachers. The pedagogical approach was based on asynchronous oral production tasks using WhatsApp voice messages, integrated into a formative assessment and reflective self-assessment framework. The oral corpus was analyzed using a multidimensional rubric and an inductive thematic analysis assisted by generative artificial intelligence tools , which served as methodological support for identifying recurring discourse patterns, communicative progress, and areas of linguistic difficulty. Artificial intelligence was em ployed as complementary analytical support to the researcher's pedagogical judgment, within an ethical and controlled framework.

The results show significant improvements in oral fluency, discourse structure, and the use of argumentative connectors, as well as greater reflective and identity-based engagement among the participants. However, lexical and morphosyntactic interferences typical of the Francophone context persist. The study confirms that WhatsApp, combined with AI-assisted analysis, constitutes an inclusive, accessible, and transferable mobile learning environment , and provides empirical evidence for the responsible use of AI in language research and teacher training.

DOI: doi.org/10.63721/25JPAIR0115

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