Revolutionizing Language Practice: AI as Your Conversational Partner?

Last April, an Italian high school student explained on the radio how she had managed to improve her French thanks to a “magical application” with whom she discussed each evening. This application is Chatgpt, the famous conversational agent boosted with artificial intelligence (AI). His testimony illustrates a global phenomenon: young people – and not so young – now use these tools to learn, revise or practice.

Generative artificial intelligence (IAG) has today reached a level of maturity as it can effectively support language learning. The tools are now multilingual, adaptable, capable of generating written or oral content, and adjusted to everyone's requests.

But what to do with this AI that speaks (almost) all languages? Is it a threat to school or a chance to learn otherwise?

A robot that always responds, without judging

Among the many recent innovations in the field of artificial intelligence and educational technologies, conversational robots (“chatbots”) are the most accessible: it is enough to ask a question, and they answer writing as well as orally. They can play a conversation, correct a sentence, reformulate an expression or play a role (server, tourist or language teacher, etc.).

These are interesting allies to practice a language at its own pace, without fear of judgment. A shy student can train to speak Spanish in a fictitious cafe without fear of making mistakes. An adult can repeat the same sentences twenty times without disturbing anyone. These dialogues, even artificial, stimulate learning.

Tools like Callannie, Gliglish, Langai, Talkpal or the advanced versions of Duolingo today offer conversations with an AI -based tutor, suitable for learners. Some teachers even design their own educational chatbots to better stick to the level or expectations of their audience.

Conversational agents: behind the scenes of the “machine”

But how can these robots “understand” our messages?

In reality, these robots do not have the ability to understand human beings: they operate by statistical prediction. In other words, they predict the most likely text of a text based on billions of textual data from the web. This is called a language model.

These models-like GPT (OpenAi) or Bert (Google, Meta)-are the result of a complex algorithm, computer programming and what is called the prompt culture today, that is to say the art of formulating an effective request to generate a relevant response.

Their answers are often very fluid, natural, sometimes impressive … but they can also be false, incoherent or biased. This is why an educational framework is essential: a dialogue without human mediation remains limited.

Knowing how to interact with AI becomes a key skill, which is now called AI literacy. This implies:

• Understand that AI does not “understand” as a human, beware of the illusion of “knowing everything” that it can give to learners;
• Knowing how to formulate effective queries (or prompt) to generate a relevant response, acquire what is called the prompt culture today;
• Being able to assess the relevance of the answers, to identify errors, biases or stereotypes;
• Adopt a critical posture and respect digital ethics (sources verification, data protection, etc.).

Teachers have an essential role to play in guiding learners towards thoughtful, creative and responsible use of these tools.

An experience in class: speak with a chatbot

In a French university, a team tested a chatbot developed with Mizou with 16 beginners in French (level A1). Objective: strengthen oral expression via simple role -playing games. The results are encouraging: students have gained confidence, feeling less judged and more motivated to speak.

However, certain responses generated by the chatbot were too complex compared to the expected level – for example, long sentences with a difficult vocabulary or too sustained formulations. Others were sometimes too repetitive, which could lead to a loss of interest. This feedback confirms the interest of these tools … provided that they are well accompanied by human follow -up.

One of the major assets of AI is its flexibility: beginners, intermediaries or advanced can find profits. For the former, chatbots make it possible to practice daily situations (introduce yourself, order, ask your way). Intermediate levels can enrich their expression or correct their errors. The most advanced can debate or practice writing with critical return. AI is not intended to replace human exchanges, but it completes them, by multiplying the interaction opportunities.

Chatbots do not replace the richness of a real human relationship, but they can help prepare exchanges. Before converse with a foreign correspondent, the learner can practice with AI to gain fluidity and confidence.

Likewise, before a stay abroad, chatting with a chatbot allows you to familiarize yourself with key phrases and current situations. Some learners also use AI to translate or check a formulation. The challenge is therefore not to replace human interactions, but to multiply the opportunities to learn, at any time, in a secure and individualized framework.

The conversational AI is not a magic wand, but a promising tool. When used with hindsight, creativity and critical thinking, it can truly enrich the teaching and learning of languages.

Tomorrow, learners will no longer dialogue only with teachers, but also with robots. Provided that these agents are well chosen, well configured and integrated into a thoughtful educational framework, they can become powerful allies. The stakes are high: train multilingual, critical and lucid citizens – faced with artificial intelligence, and with it.