« Peux-tu rendre mon texte plus allemand ? » – Écrire en langue seconde avec l’intelligence artificielle
Within the context of writing in a second language, is artificial intelligence (AI) able to provide support to learners, especially during the essential step of their text revision? What do learners focus on, what elements constitute topics of interaction with the AI software for correction, rephras...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Université Marc Bloch
2025-02-01
|
| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/alsic/7959 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Within the context of writing in a second language, is artificial intelligence (AI) able to provide support to learners, especially during the essential step of their text revision? What do learners focus on, what elements constitute topics of interaction with the AI software for correction, rephrasing, and improvement? Twenty-five French undergraduate law students from the University of Bordeaux were asked to write a short text in German (version 1). They then revised it using the conversational function of ChatGPT (version 2). The analysis of the two versions of written productions and the exchanges between students and ChatGPT show that, during the revision process, their attention focuses more on vocabulary and syntax than on the content and coherence of the text. The analysis of the conversations with ChatGPT confirms this result and also reveals the conditions for obtaining relevant linguistic scaffolding from artificial intelligence, what type of scaffolding and responses it can provide, and how these interactions are used by students. These results open up pedagogical and scientific perspectives. |
|---|---|
| ISSN: | 1286-4986 |