L’intelligence artificielle générative (IAg) dans l’apprentissage du FLE chez l’étudiante et l’étudiant marocains : étude de cas de la Faculté des sciences de Rabat

Abstract

The informal use of generative artificial intelligence (GenAI) appears to be transforming the learning experience of Moroccan students, underscoring the need to analyze their behaviour in order to assess the impact of this technology on their academic performance. Holec’s (1981) reflections on learner autonomy, further developed by Benson (2013), provide the theoretical framework for this study, which seeks to examine how GenAI contributes to the learning of French as a foreign language (FFL) in a hybrid learning context. To this end, a mixed-methods research design was implemented with students from the Faculty of Science of Rabat (FSR). The findings indicate that GenAI, which is widely integrated into students’ practices, supports the co-construction of linguistic competencies, and fosters the development of autonomy, critical thinking, and ethical awareness among many learners who engage with the technology in a reflective manner.