De La Médiation Humaine À La Médiation Hybride: L'intégration De L'intelligence Artificielle Sous La Guidance De L'enseignant Dans L'enseignement De La Culture En FLE

Kübra Zenginaloğlu

doi:10.53444/deubefd.1901044

FR EN TR

Abstract

De La Médiation Humaine À La Médiation Hybride: L'intégration De L'intelligence Artificielle Sous La Guidance De L'enseignant Dans L'enseignement De La Culture En FLE

Abstract

Cette étude examine la contribution de l'intelligence artificielle (IA) à l'enseignement de la culture en français langue étrangère (FLE), en mettant l'accent sur son intégration au sein d'un cadre pédagogique guidé par l'enseignant. Elle soutient que l’IA ne doit pas être envisagée comme un outil d'enseignement autonome, mais plutôt comme un levier complémentaire qui renforce la médiation pédagogique et soutient l’expertise didactique de l’enseignant pour favoriser la compétence interculturelle. L'objectif est d'analyser l'efficacité des outils d'IA utilisés sous la direction de l'enseignant et d'établir un cadre pédagogique fondé sur une revue de la littérature. La recherche adopte une méthodologie qualitative comprenant deux phases. Premièrement, une analyse thématique descriptive de 113 travaux portant sur l'IA et l'enseignement de la culture a été menée afin d'identifier les tendances et les lacunes de la recherche. Cette analyse a révélé un manque d'études empiriques et de scénarios pédagogiques opérationnels (plans de cours et activités) engageant activement les apprenants dans l'apprentissage culturel par le biais de l'IA. Deuxièmement, un cadre pédagogique fondé sur le modèle de la compétence de communication interculturelle de Byram (1997) a été conçu et mis en œuvre dans une classe préparatoire de français. L'analyse qualitative des interactions et des productions des apprenants indique que l'intégration de l'IA dans un environnement d'apprentissage hybride, sous la direction explicite de l'enseignant, peut encourager la réflexion critique et contribuer au développement de la compétence interculturelle. Ainsi, l'étude souligne la fonctionnalité pédagogique de l'IA en tant qu' “assistant intelligent ” dans l'éducation langagière orientée vers la culture, et réaffirme que le rôle de l'IA dans l'enseignement culturel ne doit pas être envisagé comme un dispositif autonome, mais comme un élément complémentaire s'intégrant harmonieusement à l'expertise de l'enseignant.

Keywords

Intelligence Artificielle (IA), enseignement de la culture, modèle de compétence interculturelle de Byram, intégration des technologies, Français Langue Étrangère (FLE).

Supporting Institution

Aucune institution n'a apporté de soutien à cette étude.

Ethical Statement

Approbation du comité d’éthique L’analyse a été réalisée après obtention de l’autorisation du Comité d’éthique de la recherche et de la publication en sciences sociales et humaines de l’Université Ankara Hacı Bayram Veli, conformément à la décision du 19 february 2026 (réf. E-87347630-659-1243620).

From Human Mediation to Hybrid Mediation: Integrating Artificial Intelligence Under Teacher Guidance in FLE Culture Teaching

Abstract

This study examines the contribution of artificial intelligence (AI) to the teaching of culture in French as a foreign language (FLE) within a teacher-guided pedagogical framework. It argues that AI should not be viewed as an autonomous tool, but rather as a complementary lever that strengthens pedagogical mediation and fosters the development of both intercultural competence and critical AI literacy. The research adopts a two-phase qualitative methodology. On one hand, a descriptive thematic analysis of 113 scientific publications was conducted to identify key trends regarding AI use in language education. On the other hand, an action research study was carried out with 30 university students at the A2+ proficiency level, working in 15 pairs. The findings demonstrate that the teacher's corrective intervention enabled 85% of the learners to accurately use the conditional of politeness (conditionnel de politesse) and the formal "you" (vouvoiement) in complex complaint scenarios. Furthermore, teacher mediation facilitated the identification and deconstruction of over-accommodation biases and Anglo-centric phrasings produced by the AI. The study concludes that AI can serve as an effective intelligent assistant in cultural education when integrated into a hybrid learning environment under explicit teacher supervision.

Keywords

Artificial Intelligence (AI), Teaching Culture, Byram’s Intercultural Competence Model, Technology Integration, French as a Foreign Language (FLE).

Supporting Institution

No institution provided support for this study.

Ethical Statement

The analysis was conducted after obtaining official approval from the Social Sciences and Humanities Research and Publication Ethics Committee of Ankara Hacı Bayram Veli University, in accordance with the decision dated February 19, 2026 (Ref: E-87347630-659-1243620).

İnsani Arabuluculuktan Hibrit Arabuluculuğa: Yabancı Dil Olarak Fransızca (FLE) Kültür Öğretiminde Öğretmen Rehberliğinde Yapay Zekâ Entegrasyonu

Abstract

Bu çalışma, öğretmen rehberliğindeki bir pedagojik çerçeve bağlamında, yapay zekânın (YZ) Fransızcanın yabancı dil olarak öğretiminde (FLE) kültür aktarımına olan katkısını incelemektedir. Araştırma, yapay zekânın özerk bir araç olarak değil, aksine pedagojik arabuluculuğu güçlendiren, kültürlerarası yetkinliğin ve eleştirel yapay zekâ okuryazarlığının gelişimini destekleyen tamamlayıcı bir kaldıraç olarak görülmesi gerektiğini savunmaktadır. İki aşamalı nitel bir metodoloji benimseyen çalışmada, ilk olarak, dil öğretiminde yapay zekâ kullanımına yönelik temel eğilimleri belirlemek amacıyla 113 bilimsel yayın üzerinde betimsel bir tematik analiz gerçekleştirilmiştir. İkinci aşamada ise, 15 binom (çift) halinde eşleşen A2+ düzeyindeki 30 üniversite öğrencisiyle bir eylem araştırması yürütülmüştür. Bulgular, öğretmenin düzeltici müdahalesinin, öğrencilerin %85'inin karmaşık şikâyet durumlarında nezaket koşul kipi (conditionnel de politesse) ve mülatfele hitap biçimini (vouvoiement) doğru kullanmasını sağladığını göstermektedir. Öğretmen arabuluculuğu, aynı zamanda yapay zekâ tarafından üretilen aşırı uyum (sur-accommodation) yanlılıkları ile Anglosentrik (İngiliz merkezli) ifadelerin tespit edilmesini ve çözümlenmesini kolaylaştırmıştır. Çalışma, yapay zekânın, öğretmenin açık denetimi altında karma öğrenme ortamına entegre edildiğinde, kültür odaklı dil eğitiminde etkili bir akıllı asistan işlevi görebileceği sonucuna varmaktadır.

Keywords

Yapay Zeka (YZ), kültür öğretimi, Byram’ın kültürlerarası yeterlik modeli, teknoloji entegrasyonu, yabancı dil Fransızca

Supporting Institution

yok

Ethical Statement

Araştırma, Ankara Hacı Bayram Veli Üniversitesi Sosyal ve Beşeri Bilimler Araştırma ve Yayın Etiği Kurulu'nun 19 Şubat 2026 tarihli kararı (ref. E-87347630-659-1243620) uyarınca alınan izin sonrasında gerçekleştirilmiştir.

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Details

Primary Language

French

Subjects

Instructional Design, Instructional Technologies, Multicultural Education, Other Fields of Education (Other)

Journal Section

Research Article

Authors

Kübra Zenginaloğlu ^*
0000-0001-7831-506X
Türkiye

Publication Date

June 30, 2026

Submission Date

March 2, 2026

Acceptance Date

June 25, 2026

Published in Issue

Year 2026 Number: 68

DOI

https://doi.org/10.53444/deubefd.1901044

IZ

https://izlik.org/JA25MW89CF

APA

Zenginaloğlu, K. (2026). De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE. Buca Eğitim Fakültesi Dergisi, 68. https://doi.org/10.53444/deubefd.1901044

AMA

1.Zenginaloğlu K. De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE. Buca Eğitim Fakültesi Dergisi. 2026;(68). doi:10.53444/deubefd.1901044

Chicago

Zenginaloğlu, Kübra. 2026. “De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE”. Buca Eğitim Fakültesi Dergisi, nos. 68. https://doi.org/10.53444/deubefd.1901044.

EndNote

Zenginaloğlu K (June 1, 2026) De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE. Buca Eğitim Fakültesi Dergisi 68

IEEE

[1]K. Zenginaloğlu, “De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE”, Buca Eğitim Fakültesi Dergisi, no. 68, June 2026, doi: 10.53444/deubefd.1901044.

ISNAD

Zenginaloğlu, Kübra. “De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE”. Buca Eğitim Fakültesi Dergisi. 68 (June 1, 2026). https://doi.org/10.53444/deubefd.1901044.

JAMA

1.Zenginaloğlu K. De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE. Buca Eğitim Fakültesi Dergisi. 2026. doi:10.53444/deubefd.1901044.

MLA

Zenginaloğlu, Kübra. “De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE”. Buca Eğitim Fakültesi Dergisi, no. 68, June 2026, doi:10.53444/deubefd.1901044.

Vancouver

1.Kübra Zenginaloğlu. De La Médiation Humaine À La Médiation Hybride: L’intégration De L’intelligence Artificielle Sous La Guidance De L’enseignant Dans L’enseignement De La Culture En FLE. Buca Eğitim Fakültesi Dergisi. 2026 Jun. 1;(68). doi:10.53444/deubefd.1901044

Abstract

De La Médiation Humaine À La Médiation Hybride: L'intégration De L'intelligence Artificielle Sous La Guidance De L'enseignant Dans L'enseignement De La Culture En FLE

Abstract

Keywords

Supporting Institution

Ethical Statement

From Human Mediation to Hybrid Mediation: Integrating Artificial Intelligence Under Teacher Guidance in FLE Culture Teaching

Abstract

Keywords

Supporting Institution

Ethical Statement

İnsani Arabuluculuktan Hibrit Arabuluculuğa: Yabancı Dil Olarak Fransızca (FLE) Kültür Öğretiminde Öğretmen Rehberliğinde Yapay Zekâ Entegrasyonu

Abstract

Keywords

Supporting Institution

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

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Publication Date

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DOI

IZ

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