The Integration of Artificial Intelligence in The Teaching of French as A Foreign Language (FLE) at University: Student Perceptions and Didactic Challenges

Abstract

This study explores how twenty-five Master’s (M1) students in French language didactics at the University of Biskra use artificial intelligence. Its main goal is to identify the most commonly used tools, highlight the perceived benefits for learning French as a Foreign Language (FLE), examine the difficulties students encounter, and clarify the role of the teacher within this evolving techno-pedagogical environment. A mixed questionnaire comprising ten questions was utilized to gather data that were subsequently analyzed descriptively. An analysis of the results showed that students are generally aware of the existence of some AI technologies, such as grammar checkers and chatbots, and have a predominantly positive opinion about their influence. The respondents believe that the mentioned tools are useful since they allow improving personalized learning, motivation, and learners’ independence. Simultaneously, students have noticed some limitations, such as lack of proper training, reliability of answers generated by AI, and importance of human interaction during the learning process. In this regard, it is important to say that this research shows great prospects of AI for language teaching, but its successful implementation requires a competent approach.