O uso de inteligência artificial como ferramenta no ensino de línguas estrangeiras

Abstract

This paper reflects on the use of Artificial Intelligence (AI) as a tool in foreign language teaching, with an emphasis on French, analyzing its contributions, limitations, and pedagogical challenges in light of Vygotsky’s sociocultural theory. Considering that learning is an essentially social and mediated process, it discusses the extent to which AI can serve as a supportive resource within the Zone of Proximal Development (ZPD), fostering student engagement. The research draws on Mavropoulou’s (2023) study, which used ChatGPT to develop teaching materials for specific purposes, alongside the analysis of the book Proficiência Francês (French Proficiency), produced in the Teaching Practice IV course at UFAM for the CEL and IsF projects. The results indicate that AI contributes to the personalization of teaching by providing immediate feedback and expanding pedagogical resources. The practical application of the book in CEL demonstrated its effectiveness as an accessible resource. However, important limitations were identified, requiring constant teacher mediation and revision. Ultimately, the study shows that AI, when used responsibly, strengthens pedagogical practice but does not replace the human dimension of mediation, which remains essential to language teaching and learning.