Article

Focus: Integrating New Digital and Educational Technologies

Introduction

According to Hockett (1958), language is humanity's most precious asset. Unlike animal communication, which is innate, human language requires learning and can therefore be taught. Language teaching has evolved markedly over time, particularly from the 20th century onwards, shifting from traditional grammar-translation methods influenced by behaviourism to more recent approaches based on constructivism and connectivism. The action-oriented approach, in particular, emphasises the learner as a social actor in their own learning process.

In this context, emerging technologies such as artificial intelligence (AI), machine learning, conversational robots, virtual and augmented reality- promise to profoundly transform language teaching and learning in the coming decade.

Emerging Trends in French as a Foreign Language Teaching

Information and Communication Technologies for Education (ICTE), combined with AI, enable an interactive, immersive and personalised learning experience. Applications such as Duolingo, Babbel or Rosetta Stone utilise speech recognition, gamification and interactive exercises to motivate learners. The COVID-19 pandemic has also accelerated this transformation, making platforms like Zoom, Microsoft Teams or Google Meet essential tools in daily teaching practices.

Gamification and Digital Tools Supporting Learning

The gamification of language teaching constitutes an important lever for encouraging engagement. Applications like Kahoot or Quizlet allow teachers to create dynamic and motivating quizzes. Virtual reality headsets offer cultural immersions into French-speaking countries. Additionally, AI-based conversational robots prove useful for generating writing activities or assessing linguistic skills in real time. Collaborative tools such as Google Docs and Google Classroom support flipped classroom practices, promoting learner autonomy.

The Need for Continuous Teacher Training 

With the rapid evolution of digital tools, the teacher's role is transforming: they become mediators, facilitators, even designers of learning experiences. This shift requires continuous training and familiarisation with technological tools. Although these innovations demand investment in time and training, they offer rich opportunities to energise teaching and increase student engagement. It is therefore imperative for teachers to adapt in order to meet the expectations of learners immersed in the digital era.

Case Study: Integration of Generative AI in Teaching Written Expression

In my role as a French teacher and head of the French department at the National Academy for Learning in Bengaluru, I conducted a study that illustrates this evolution. My project focused on one of the major challenges I encountered in my classroom: students' growing disinterest in written expression activities.

In my classroom, I identified two distinct profiles of students resistant to writing: those with genuine linguistic difficulties who lack self-confidence, and those, often oriented towards scientific disciplines, who perceive language learning as a constraint. Despite implementing motivating tools and differentiated approaches, student involvement remained disappointingly low. This observation led me to experiment with the supervised use of generative AI to stimulate writing.

I designed this project to integrate AI not as a substitute for student work, but as a support tool for developing critical thinking, autonomy and creativity. I provided students with a structured framework, accompanied by reflective instructions. My assessment grid established five key criteria, each scored out of 5 points:

1. Effectiveness of AI utilisation

2. Originality and critical thinking

3. Learning autonomy

4. Mastery of linguistic structures

5. Motivation and engagement.

The results obtained from a sample of 15 students revealed scores ranging between 13 and 25 out of 30. A majority of students were able to exploit AI to enrich their writing, with marked progress in autonomy and motivation. However, some continued to passively reproduce AI suggestions without integrating genuine personal reflection.

What particularly stood out in my findings were the highest-rated criteria: understanding of language and grammatical structures, and effective use of the AI tool itself. This confirms my hypothesis that well-supervised usage can significantly improve the linguistic and structural quality of written productions.

Final Observations and Pedagogical Adjustments

My experience highlighted several benefits. Notable lexical enrichment and idea development were observed, along with clearer structuring of arguments and a significant reinforcement of student self-confidence.

However, certain limitations remain: 

• The constant need to remind students of ICSE and IGCSE programme expectations

• The difficulty some students have in identifying their own shortcomings.

Despite the provision of frameworks and analytical tools, many students tended to bypass reflection stages and make passive use of AI. To overcome this challenge, a pedagogical solution was implemented: encouraging the creation of mind maps or graphic organisers containing keywords, structures and main ideas. This support is then used in class, under teacher supervision, to draft the final rough copy.

This approach ensures a supervised and responsible use of AI, promoting guided autonomy and acquisition of writing skills.

Conclusion

The integration of ICTE and AI in language teaching does not replace the fundamental role of the teacher; it redefines it. This experience has reminded me of several essential principles that should guide our approach to AI in education. First, human intelligence and critical thinking must guide all use of AI. Second, creativity and originality are skills we must actively preserve. Third, as educators, we have the responsibility to educate ethical and autonomous digital citizens. Finally, we believe that AI, when properly integrated, can become a genuine partner serving the common good in our educational practices.

Keywords ICTE and AI – Action-oriented approach – Autonomous learner – Gamification – Continuous teacher training

Siteography

https://www.degruyter.com/document/doi/10.1515/jccall-2023-0003/html?lang=en#:~:text=Today's%20emerging%20technologies%E2%80%94artificial%20intelligence,learning%20over%20the%20next%20decade. 

https://ecolebranchee.com/ludification-jeux-serieux-expert-explique/ 

https://www.academia.edu/9474258/Developing_a_theory_of_gamified_learning_Linking_serious_games_and_gamification_of_learning?auto=download 

https://fr.scribd.com/document/442949033/construction-d-un-scenario-pedagogique-avec-integration-d-outils-numeriques# 

https://byotnetwork.com/2014/07/06/the-components-of-a-digital-age-learning-ecosystem/  

About the Authors

Priya Ramachandran has been teaching French for nearly 20 years. Holding the DALF C1, the Higher Diploma from Alliance Française de Paris and the Business French Diploma, she heads the French department at NAFL Bengaluru. Winner of the Prix d’excellence de l’enseignement du français (Outstanding French Teacher Award: Embassy of France, 2023), she combines pedagogical passion with digital innovation.

Vijayalakshmi Vivekanandan is an independent French and English teacher with fifteen years of experience in curriculum development and classroom teaching. Holding the DALF C1 qualification, she is pursuing a master's degree in French. She is the founder of the LINGUAPHILE Language Institute.