<?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>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152025000200301</article-id>
<article-id pub-id-type="doi">10.29352/mill0227e.40020</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Artificial and natural: interlligence and balance in PFL]]></article-title>
<article-title xml:lang="pt"><![CDATA[Artificial e natural: interligências e equilíbrios em PLE]]></article-title>
<article-title xml:lang="es"><![CDATA[Artificial y natural: interligencias y equilibrios en PLE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaro]]></surname>
<given-names><![CDATA[Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Politécnica de Macau  ]]></institution>
<addr-line><![CDATA[Macau ]]></addr-line>
<country>China</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>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152025000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152025000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152025000200301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Artificial Intelligence (AI) plays an intervening role in the field of education, bringing innovative opportunities for foreign language teaching and learning. The unstoppable interaction of intelligence requires new approaches and representations that unsettle and reconfigure traditional practices in language teaching.  Objective:  To analyze the experiences and reflections of students in the context of using AI to learn Portuguese as a Foreign Language (PFL).  Methods:  Qualitative approach based on interviews with Portuguese students from the Polytechnic University of Macau, complemented by an autoethnographic perspective of the authors' teaching experience.  Results:  The digital competencies and practices of Portuguese language students in China are expressed, along with their desires, reflections, and perspectives in times of new morphoses or disruptions driven by the intensity with which AI has entered society.  Conclusion:  This research divulges the importance of AI in PFL learning, promoting educational practices that adapt to contemporary social and technological transformations. Analyzing students' interactions with AI for foreign language learning is essential to ensure that technological solutions are developed based on their needs and expectations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  A Inteligência Artificial (IA) assume um papel interventivo na área da educação, trazendo oportunidades inovadoras para o ensino-aprendizagem de línguas estrangeiras. A irrefreável interação de inteligências requer novas abordagens e representações que inquietam e reconfiguram as práticas mais tradicionais no ensino de línguas.  Objetivo: Analisar as experiências e reflexões dos estudantes no contexto do uso da IA para a aprendizagem de Português como Língua Estrangeira (PLE).  Métodos:  Abordagem qualitativa baseada em entrevistas a estudantes de português da Universidade Politécnica de Macau complementada por uma perspectiva autoetnográfica da experiência de ensino dos autores.  Resultados:  Expressam as competências e práticas digitais dos estudantes de língua portuguesa na China, mas também os seus anseios, reflexões e perspetivas em tempos de novas morfoses ou disrupções motivadas pela veemência com que a IA tem adentrado pela sociedade.  Conclusão:  A presente investigação revela a importância da IA na aprendizagem de PLE, promovendo práticas educativas que se adaptem às transformações sociais e tecnológicas contemporâneas. A análise das interações dos estudantes com a IA para a aprendizagem de línguas estrangeira é fundamental para garantir que as soluções tecnológicas sejam trabalhadas com base nas suas necessidades e expectativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La Inteligencia Artificial (IA) asume un papel muy dinámico en el área de la educación, trayendo oportunidades innovadoras para la enseñanza-aprendizaje de lenguas extranjeras. La irrefrenable interacción de inteligencias requiere nuevos enfoques y representaciones que inquietan y reconfiguran las prácticas más tradicionales en la enseñanza de lenguas.  Objetivo:  Analizar las experiencias y reflexiones de los estudiantes en el contexto del uso de la IA para el aprendizaje de Portugués como Lengua Extranjera (PLE).  Métodos  Enfoque cualitativo basado en entrevistas a estudiantes de portugués de la Universidad Politécnica de Macao, complementado por una perspectiva autoetnográfica de la experiencia de enseñanza de los autores.  Resultados:  Expresan las competencias y prácticas digitales de los estudiantes de lengua portuguesa en China, así como sus inquietudes, reflexiones y perspectivas en tiempos de nuevas morfologías o disrupciones motivadas por la vehemencia con que la IA ha penetrado en la sociedad.  Conclusión:  La presente investigación revela la importancia de la IA en el aprendizaje de PLE, promoviendo prácticas educativas que se adapten a las transformaciones sociales y tecnológicas contemporáneas. El análisis de las interacciones de los estudiantes con la IA para el aprendizaje de lenguas extranjeras es fundamental para garantizar que las soluciones tecnológicas se desarrollen en función de sus necesidades y expectativas]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[portuguese as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[china]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="pt"><![CDATA[português língua estrangeira]]></kwd>
<kwd lng="pt"><![CDATA[inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[china]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa qualitativa]]></kwd>
<kwd lng="es"><![CDATA[portugués lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[china]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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