Mora, Antonio ChenollPereira, Grauben Navas deJunguito, Mónica2026-01-232026-01-232025-12-22Mora, A. C., Pereira, G. N. D., & Junguito, M. (2025). Neuronas espejo, inteligencia artificial generativa y feedback enriquecido en el proceso de enseñanza. In M. P. B. Sandianes, A. B. C. Míguez, L. C. Aguilera, D. C. Franco, G. A. C. Magalhães, G. M. F. Gueidão, A. R. D. S. A. Carrilho, A. X. S. Iglesias, & I. V. Diéguez (Eds.), El español como lengua extranjera en Portugal IV: retos de la enseñanza de lenguas cercanas (1 ed., pp. 54-69). Ministerio de Educación, Cultura y Deporte.97898998690739789200270680e16502fa-c87c-478a-936f-a9d2218e7f7chttp://hdl.handle.net/10400.14/56659Generative Artificial Intelligence (GAI) is emerging as one of the innovations with the greatest impact on the teaching and learning of foreign languages, comparable in significance to analog recordings, the internet, or social media. Just as learners take advantage of the benefits of this technology—whether in ethical or well-informed ways— teachers can, and indeed should, analyze its effects and draw conclusions that help optimize the time devoted to providing feedback to students. Arguably, one of the few competencies that AI still struggles to replicate at a human level is effective and personalized feedback. This requires adapting the message not only to the student’s production but also to their profile and learning context, which involves a degree of cognitive empathy that is difficult to imitate without the mediation of so-called mirror neurons. This paper offers critical reflections on the use of various GAI tools that teachers can leverage to improve the quality of their work, redistribute their efforts, and optimize the time spent on repetitive tasks.spaGenerative artificial intelligenceLanguage acquisitionLearningSFLbook part