Abstract:

Technological developments have transformed communication. One of the areas where this transformation is most evident is in text production. With artificial intelligence (AI), new possibilities and challenges arise in the creation of textual content. When it comes to producing texts for the web, AI provides a significant benefit: the automation of content creation, which allows texts to be produced quickly and efficiently. Through advanced algorithms, AI is able to produce personalized content based on the needs of the target audience. In addition, AI also contributes to search engine optimization (SEO) of texts. Through data analysis and the use of learning algorithms, AI identifies relevant keywords and optimizes texts to improve search engine performance. This increases the visibility of content and improves the effectiveness of web communication strategies.

However, it is important to note that AI does not completely replace the work of communication professionals, let alone language professionals. AI can support the generation of ideas and the suggestion of improvements, but the quality of the content remains dependent on the degree of human linguistic knowledge. Moreover, it is a complementary tool, which helps in the creation of content and integrated digital communication strategies, but it is always the users who exercise their power of critical analysis and creativity, necessary to develop effective communication strategies, adapted to the strategic objectives of companies/brands and the needs of their target audience. Therefore, it is important that the prompts used for the creation of texts are "triggers" or assertive suggestions that help the writer to direct the content of the text. It is important to know how to define the prompts according to the target audience, the communication objectives and the context in which the text will be published.

The aim of this work is to present some pedagogical strategies that can be used in the context of learning to write for a web environment, particularly aimed at an integrated digital marketing and communication strategy. By using promps that have been properly refined according to the nature, subject matter, objectives and needs of the target audience, it is possible to easily define a global, 360º communication strategy, produce a greater number of texts than would be expected, as well as more segmented texts that are optimised for search engines. In addition, AI makes it possible to improve language skills because it provides feedback on writing style and content, identifies grammatical, spelling and punctuation errors, as well as problems with clarity, fluency and conciseness. It can also give suggestions for improving the style and tone of writing according to the type of text intended and the communication channel used.

We believe that the use of AI as a pedagogical practice for teaching writing in a digital environment, and beyond, particularly in higher education, could be an excellent ally for teachers in their role as activators and facilitators of learning in the context of an active methodology, more centred on the learning process than on the result.

Keywords:

Writing for the internet, Language, Artificial intelligence, Textual content, Communication, Active Learning.