Arguing in Writing with an AI Model. Why not? Yes, But How?

Abstract

This study is based on a quantitative data collection that captures the perceptions and practices of a sample of students. It explores a novel approach to the teaching-learning process prompted by the integration of generative artificial intelligence tools–such as ChatGPT, Copilot, and Gemini–into French as a Foreign Language (FFL) classrooms. FFL teachers must adapt to new roles. However, a paradox emerges: in FFL, the didactics of writing risk being neglected at a time when writing skills are in greater demand than ever. Therefore, it is essential to propose instructional applications that incorporate text generators for intermediate tasks in the writing process. Such applications are crucial for developing technological literacy in learners, enabling them to strengthen their argumentative writing skills in French and become active, socially engaged participants.