Generative artificial intelligence (GAI) opens up new perspectives in language education, particularly in teaching Français Langue Étrangère (FLE), where the widespread adoption of tools based on Large Language Models (LLMs) by students calls for pedagogical reflection on the integration of conversational agents in school contexts. If used consciously, GAI can support more accessible and inclusive teaching, enhancing the teacher’s role in planning and mediation. In this scenario, prompt design emerges as a strategic skill for building flexible and motivating learning environments. Ongoing experiments highlight its potential in promoting personalization, immediate feedback, and the development of autonomy, contributing to rethinking language teaching in a digital and pedagogically grounded way.
L’intelligenza artificiale generativa come atout per la didattica della lingua francese in chiave inclusiva
Enza Manila Raimondo
2025-01-01
Abstract
Generative artificial intelligence (GAI) opens up new perspectives in language education, particularly in teaching Français Langue Étrangère (FLE), where the widespread adoption of tools based on Large Language Models (LLMs) by students calls for pedagogical reflection on the integration of conversational agents in school contexts. If used consciously, GAI can support more accessible and inclusive teaching, enhancing the teacher’s role in planning and mediation. In this scenario, prompt design emerges as a strategic skill for building flexible and motivating learning environments. Ongoing experiments highlight its potential in promoting personalization, immediate feedback, and the development of autonomy, contributing to rethinking language teaching in a digital and pedagogically grounded way.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
