Usage de ChatGPT dans le milieu estudiantin en contexte algérien : entre éthique et anéthique !
DOI:
https://doi.org/10.70091/atras/AI.40Keywords:
anéthique, ChatGPT, enseignement-apprentissage, éthique, Français Langue Etrangère, Intelligence ArtificielleAbstract
L'enseignement-apprentissage des langues étrangères, notamment le français, a connu de profondes transformations grâce aux avancées technologiques. La présente étude explore l'impact révolutionnaire de la numérisation et de l'intelligence artificielle (désormais IA), en particulier ChatGPT, dans la didactique du français comme langue étrangère. Partant d’un corpus de 333 étudiants de différents niveaux à l’université de Bordj Bou Arreridj (département de français), cette étude examine comment des outils tels que ChatGPT peuvent enrichir les expériences d'apprentissage, personnaliser le parcours éducatif et fournir un feedback adapté aux besoins individuels des étudiants. À travers une approche quantitative, nous analysons l'utilisation de ChatGPT par les étudiants, les motivations derrière cet usage ainsi que les implications éthiques liées à l’usage de l'IA. Notre objectif, à travers cette recherche, est de suggérer des pistes de réflexion pour une intégration efficace de ChatGPT dans les programmes éducatifs, misant sur l'importance des formations spécifiques ainsi que la sensibilisation aux enjeux éthiques afin de préserver l’intégrité académique. En examinant les nouvelles opportunités offertes par l'IA, cette étude ambitionne également à contribuer au renouvellement des approches pédagogiques en didactique du FLE.
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