Enseignants de Français Langue Étrangère et Intelligence Artificielle: des besoins, pratiques et stratégies

Abstract

Artificial Intelligence (AI) is experiencing strong growth
in education, with language models such as ChatGPT, as well as
image, music and video generators. Moreover, the generalization
of ChatGPT is challenging teaching practices in language teaching
and in French as a Foreign Language (FFL) didactics, introducing
a significant innovation in the field. This research focuses on the
use of AI by teachers, particularly ChatGPT, for their continuing
education, course preparation, execution, and evaluation. More
specifically, the study aims to analyse teaching practices, reported
needs and the strategies and metastrategies developed in relation
to AI and FFL didactics. In order to achieve this objective, a
preliminary qualitative study was conducted with 100 FFL teachers
through semi-structured interviews. The main results highlight
that teachers seek to save time in course preparation, find authentic
documents suited to their learners’ level and correct assignments.
They also reveal a lack of knowledge about the possibilities offered
by AI but show considerable enthusiasm once these potentials are
discovered. Finally, a correlation was observed between the age of
the teachers and their familiarity with AI, as well as a tendency to
use AI for text correction or