Author(s)

XiaoTing Zhao^*, LinLin Fang

Affiliation(s)

School of Humanities, Beijing University of Posts and Telecommunications, Beijing 102206, China.

Corresponding Author

XiaoTing Zhao

ABSTRACT

This paper focuses on the teaching of French at the university level and explores the application of generative artificial intelligence (GAI) in various aspects of pedagogy, including classroom design, the creation of learning resources, grammar instruction, and interactive learning support. Using three representative platforms—ChatGPT (United States), Kimi (China), and Le Chat (France)—as case studies, the research systematically compares their models of application, advantages, and limitations in the context of university French instruction. A teaching experiment was conducted in the course “Public French as a Second Foreign Language” at a certain university. The experiment was supplemented by questionnaire surveys and statistical analysis via SPSS to compare the performance of students who used GAI platforms and those who did not in listening, speaking, reading, and writing. Results show that students who used generative AI exhibited significant improvements in both language proficiency and learning motivation. However, challenges persist in areas such as cultural depth, accuracy of generated content, and the need for teacher guidance. Based on these findings, this paper proposes strategies such as optimizing instructional design, enhancing teachers’ technological competence, and strengthening data privacy protection. It aims to provide evidence-based references and innovative approaches for reforming and improving university French teaching, thereby cultivating more competitive French language talents.

KEYWORDS

Generative artificial intelligence; University French teaching; Application comparison; Teaching reform

CITE THIS PAPER

XiaoTing Zhao, LinLin Fang. Exploring the application of generative artificial intelligence in university french teaching. World Journal of Educational Studies. 2025, 3(5): 64-72. DOI: https://doi.org/10.61784/wjes3078.

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