APPLICATION OF ARTIFICIAL INTELLIGENCE IN TEACHING SPECIALIZED FRENCH WRITING AT LEVEL 2: A CASE STUDY OF THE PEOPLE’S POLICE ACADEMY
Main Article Content
Abstract
In the context of higher education undergoing rapid transformation under the influence of Artificial Intelligence (AI), this study investigates the integration of AI into the teaching of Police French writing at level 2 through a teacher-guided five-step pedagogical framework. The study aims to evaluate the effectiveness of AI use within this framework on writing performance, as well as to examine students’ and teachers’ perceptions of the model. An action research design was implemented with 30 students in an experimental group using AI and a control group without AI integration. The quantitative analysis based on end-of-term writing scores using a T-test revealed that the AI-supported group achieved a significantly higher mean score than the control group. In addition, the data from student surveys and teacher interviews indicated positive evaluations of the five-step framework, with AI perceived as a useful support tool at the pre-writing, drafting, and revision stages, contributing to increased learner confidence in writing tasks. However, several limitations were identified, particularly regarding the contextual appropriateness of AI-generated feedback in specialized police discourse and learners’ ability to effectively exploit the tool. The findings suggest that AI does not replace the teacher’s role but functions as a pedagogical support tool, enhancing the effectiveness of writing instruction in specialized foreign language education.
Keywords
artificial intelligence (AI) in writing instruction, writing competence in police French, level 2
Article Details
References
Bai, B., & Guo, W. (2021). Influences of artificial intelligence feedback on second language writing: Students’ perceptions and revisions. Computers & Education: Artificial Intelligence, 2, 100018. https://doi.org/10.1016/j.caeai.2021.100018
Byrnes, H., & Manchón, R. M. (Eds.). (2014). Task-based language learning: Insights from and for L2 writing. John Benjamins Publishing Company. https://doi.org/10.1075/tblt.7
Dizon, G. (2020). Evaluating a chatbot for EFL writing support: The case of Smart-Writer. System, 93, 102244. https://doi.org/10.1016/j.system.2020.102244
Dang, V. E., Nguyen, D. L. P., & Nguyen, T. H. (2024). The current situation of applying ChatGPT in learning and research of students at Vietnam National University, Ho Chi Minh City. Journal of Education, 24(1), 36–41. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1212
Grabe, W., & Kaplan, R. B. (2014). Theory and practice of writing: An applied linguistic perspective. Routledge. https://doi.org/10.4324/9781315835853
Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781316681589
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action
research (3rd ed.). Springer. https://doi.org/10.1007/978-981-4560-67-2
Lai, T. K. L., & Trinh, H. L. (2025). The effects of ChatGPT on academic writing proficiency among English-majored undergraduates at a university. VNU Journal of Foreign Studies, 41(3), 92–109. https://doi.org/10.63023/2525-2445/jfs.ulis.5514
Marzuki, W., Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Ministry of Education and Training. (2014). The six-level foreign language proficiency framework for Vietnam. Vietnam Education Publishing House. https://moet.gov.vn/content/tintuc/Lists/VanBan/Attachments/Khung_nang_luc_ngoai_ngu_6_bac.pdf
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nguyen, T. T. H. (2025). The influence of artificial intelligence on Vietnamese academic writing skills of university students. Journal of Education, 25(10), 45–58. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/4343
Nguyen, T. N. A., & Tran, N. V. (2025). Behavioral research on AI as a tool for supporting English learning in first-year students. Journal of Science and Technology – University of Danang, 23(8C), 51–66. https://doi.org/10.31130/ud-jst.2025.23(8C).443
Phan, T. L., & Nguyen, T. D. H. (2025). Evaluating the use of automated error feedback from Grammarly to improve essay writing performance of English-majored students. Journal of Science Hanoi Open University (HOUJS). https://doi.org/10.59266/houjs.2025.525
Russell, S. J., & Norvig, P. (2022). Artificial intelligence: A modern approach (4th ed., Global ed.). Pearson.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://libraryfaqs.worc.ac.uk/faq/226642
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—Where are the educators? International Journal of Educational Technology in Higher Education, 16, Article 39. https://doi.org/10.1186/s41239-019-0171-0
Jasim, A. F. (2025). The impact of using ChatGPT and Grammarly on developing Iraqi EFL university students’ academic essay writing. Journal of Mizan Research, 4(1), 365–390. https://www.uomisan.edu.iq/eduweb/jmr/index.php/jmr/article/view/286