Rencontrer l’Autre de la perspective actionnelle via l’intelligence artificielle

Yıl 2024, Cilt: 27 Sayı: 51, 1 - 16, 28.06.2024

Oğuz İbrahim Dündar , Cihan Aydoğu

https://doi.org/10.31795/baunsobed.1415369

Cited By: 1

Öz

Cette présente recherche représente l’une des trois axes de recherche de la thèse de doctorat intitulée : « Création D'un Agent Conversationnel Pour Une Classe De Français Langue Étrangère : Les Apports Et Les Limites ». Nous avons par le biais de cet axe observé si un changement important se présente avec l’utilisation des Agents Conversationnels dans l’apprentissage du FLE pour la notion de l’Autre, notion assez centrale dans le cadre de la perspective actionnelle. Nous avons aussi exposé, dans cet article, les avis des apprenants concernant l’utilisation des Agent Conversationnel en question. Nous avons, dans cette optique, créé au total huit Agents Conversationnels basés sur la logique d’arbre décisionnel comprenant les objectifs relatifs à l’expression écrite du niveau visé, du niveau B1+, tiré du volume complémentaire du CECRL (2020). Nous avons fait appel à la méthode descriptive qualitative pour parvenir aux objectifs de cette recherche. La recherche a été réalisée pendant le semestre de printemps de l’année académique 2021-2022 et a été limitée au niveau B1+ avec 12 apprenants qui ont choisi le cours d’expression écrite le deuxième semestre de la première année de licence du Département Français Langue Etrangère de la Faculté de Pédagogie de l’Université Anadolu. Selon les résultats de la recherche, nous pouvons constater que la grande majorité des apprenants ont été satisfaits de l’utilisation de l’Intelligence Artificielle dans leurs cours et que la sensation de réalité, plus précisément, de la présence de correspondance avec l’Autre, donc un francophone dans notre cas, a été assez forte pour pouvoir assurer un certain aspect naturel de la conversation.

Anahtar Kelimeler

Agent Conversationnel, FLE, Intelligence artificielle, L’Autre, TICE

To meet the linguistic Other of action-oriented approach through artificial intelligence

Öz

This research represents one of the three research axes of the doctoral thesis entitled “ The Creation Of Chatbots For A French Foreign Language Class: Contributions And Limitations” Through this axis, we observed whether a significant change occurs with the use of Chatbots in the learning of French as a Foreign Language, particularly in relation to the concept of the linguistic other, a central notion within the framework of the action-oriented approach. In this article, we also presented the opinions of the learners regarding the use of the mentioned Chatbots. We created a total of eight Chatbots based on decision tree logic, incorporating objectives related to written expression at the targeted level—specifically, level B1+ derived from the complementary volume of the Common European Framework of Reference for Languages (CEFR) (2020). A descriptive qualitative study was employed to achieve the objectives of this research. To carry out our research, we implemented the development research method. The study took place during the spring semester of the academic year 2021-2022 and was limited to level B1+, involving 12 learners who chose the written expression course in the second semester of the first year of the Bachelor's program in the Department of French as a Foreign Language at the Faculty of Education of Anadolu University. According to the research results, we can observe that the vast majority of learners were satisfied with the use of Artificial Intelligence, specifically Chatbots, in their courses. The sense of reality, particularly the perception of correspondence with the Other, a francophone in our case, was strong enough to ensure a certain natural aspect of the conversation.

Anahtar Kelimeler

Artificial intelligence, Chatbots, FFL, ICTE, Linguistic Other

Yapay zekâ aracılığıyla eylem odaklı yaklaşımın Öteki’siyle buluşmak

Öz

Bu çalışma, "Bir Fransızca Yabancı Dil Sınıfı İçin Sohbet Botu Oluşturma: Katkıları Ve Sınırlılıkları" adlı doktora tezinin üç araştırma ekseninden biri olan eylem odaklı yaklaşımda “öteki” kavramı eksenini konu edinmektedir. Bu araştırmada, yabancı dil öğretiminde sohbet botu kullanımının, eylem odaklı yaklaşımın temel bileşenlerinden olan "öteki" kavramına etkisi incelenmiştir. Ayrıca, sohbet botu kullanımıyla ilgili öğrenenlerin görüşleri de sunulmuştur. Bu amaçla, karar ağacı mekanizması kuralına uygun olacak şekilde, OBM (Tamamlayıcı cilt) referans alarak, B1+ dil seviyesini hedefleyen toplamda sekiz tane sohbet botu oluşturulmuştur. Çalışma nitel bir araştırma olup, veriler betimsel analiz yöntemi kullanılarak analiz edilmiştir. Araştırma örneklemi Anadolu Üniversitesi Eğitim Fakültesi Fransızca Öğretmenliği Bölümü öğrencileri arasından, lisans programı birinci sınıf bahar dönemi derslerinden biri olan Yazma Becerisi II dersini, 2021-2022 akademik yılının bahar döneminde seçen 12 öğrenci ve B1+ dil seviyesi ile sınırlandırılmıştır. Araştırma bulgularına göre, öğrenenlerin büyük bir çoğunluğu, yabancı dil öğretiminde yapay zekâ kullanımını tatmin edici bulmuşlardır. Ayrıca, öğrenenler, yapay zekâ ile gerçek bir frankofon ile iletişim kurdukları hissine sahip olduklarını ifade etmişlerdir.

Anahtar Kelimeler

BT, Öteki, Sohbet botu, Yabancı dil Fransızca, Yapay zekâ

Etik Beyan

Bu çalışma, Anadolu Üniversitesi Etik Kurulu tarafından 194198 numaralı kararla 26.10.2021 tarihinde onaylanmıştır.

Kaynakça

• Ahmad, C. (2019). Intégration d'un Chatbot dans le learning management system Moodle de la HES-SO. [Travail de Bachelor]. Valais Wallis.
• Aydoğu, C. et Dündar, O. I. (2020). L’utilisation des smartphones dans une classe de français langue étrangère : un exemple d’exploitation. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 41, 75-82.
• Baribeau, C. (2005). Le journal de bord du chercheur. Recherches qualitatives, 2, 98-114.
• Bento, M. (2013). Pour une définition de l’action dans la perspective actionnelle en France. Synergies Canada, 5, 1-6.
• Bourguignon, C. (2006). De l’approche communicative à l’approche communic’actionnelle: Une rupture épistémologique en didactique des langues-cultures. Synergie Europe, 1, 58-73.
• Chen, H. L., Vicki Widarso, G. et Sutrisno, H. (2020). A ChatBot for learning Chinese: Learning achievement and technology acceptance. Journal of Educational Computing Research, 58(6), 1161-1189.
• Cheng, V. C. W., Lau, V. K. T., Lam, R. W. K., Zhan, T. J., et Chan, P. K. (2020). Improving English phoneme pronunciation with automatic speech recognition using voice Chatbot. L.Lee, L. Hou, F.L.Wang, K.S. Cheung, O. Au, K.C. Li (Eds.) International Conference on Technology in Education (88-99). Springer.
• Conseil de l’Europe. (2001). Cadre européen commun de référence pour les langues. Didier.
• Conseil de l’Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing.
• Dündar, O. I. (2021). Yabancı dil olarak Fransızca ders kitaplarındaki sesletim alıştırmalarının öğretim yöntemlerine göre gösterdiği değişiklikler (1919-2011). Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 44, 315-324.
• Dündar, O. İ. (2024). Utilisation Potentielle De Chatgpt Dans L'apprentissage Des Langues Etrangères: Exploration Des Possibilités Selon Les Niveaux Langagiers Du CECRL. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 21(1), 63-75.
• Goda, Y., Yamada, M., Matsukawa, H., Hata, K. et Yasunami, S. (2014). Conversation with a chatbot before an online EFL group discussion and the effects on critical thinking. The journal of information and systems in education, 13(1), 1-7.
• Gonda, D. E. et Chu, B. (2019). Chatbot as a learning resource? Creating conversational bots as a supplement for teaching assistant training course. Dans 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE.
• Haristiani, N., Danuwijaya, A. A., Rifa’i, M. M. et Sarila, H. (2019). Gengobot: A chatbot-based grammar application on mobile instant messaging as language learning medium. Journal of Engineering Science and Technology, 14(6), 3158-3173.
• Heller, B., Proctor, M., Mah, D., Jewell, L. et Cheung, B. (2005). Freudbot: An Investigation of Chatbot Technology in Distance Education. P. Kommers et G. Richards (Eds.). Proceedings of ED-MEDIA 2005-World Conference on Educational Multimedia, Hypermedia & Telecommunications, (3913-3918). Association for the Advancement of Computing in Education.
• Jeong, S. K. (2019). Introduction to popular mobile Chatbot platforms for English learning: Trends and issues. STEM Journal, 20(2), 67-90.
• Kim, N. Y. (2019). A study on the use of artificial intelligence chatbots for improving English grammar skills. Journal of Digital Convergence, 17(8), 37-46.
• Nghi, T. T., Phuc, T. H. et Thang, N. T. (2019). Applying AI Chatbot for teaching a foreign language: An empirical research. International Journal of Scientific and Technology Research, 8 (12), 897-902.
• Ouatu, B. I. et Gifu, D. (2021). Chatbot, the future of learning?. Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education, Ó. Mealha, M. Rehm, T. Rebedea (Eds) (263-268). Springer.
• Pereira, J., Fernández-Raga, M., Osuna-Acedo, S., Roura-Redondo, M., Almazán-López, O. et Buldón-Olalla, A. (2019). Promoting learners’ voice productions using chatbots as a tool for improving the learning process in a MOOC. Technology, Knowledge and Learning, 24(4), 545-565.
• Puren, C. (2002). Perspectives actionnelles et perspectives culturelles en didactique des langues-cultures: Vers une perspective co-actionnelle-co- culturelle. Langues modernes, 96 (3), 55-72.
• Puren, C. (2006). De l’approche communicative à la perspective actionnelle. Le Français dans le monde, 347, 37-40.
• Richer, J. J. (2009). Le Cadre européen, ou l’émergence d’un nouveau paradigme didactique. Le français dans le monde, 359, 36-38.
• Rosen, É. (2009). La perspective actionnelle et l'approche par les tâches. Français dans le monde. Recherches et applications, 45, 6-14.
• Shawar, B. A. (2017). Integrating CALL systems with chatbots as conversational partners. Computación y Sistemas, 21(4), 615-626.
• Smutny, P. et Schreiberova, P. (2020). Chatbots for learning: A review of educational Chatbots for the Facebook Messenger. Computers & Education, 151 (5), 1-11.
• Tigchelaar, S. M. (2014). La conception d'un manuel de français langue étrangère : quelle (s) entrée (s)?. Non Plus, 5, 8-19.
• Tu, J. (2020). Learn to speak like a native: AI-powered Chatbot simulating natural conversation for language tutoring. Journal of Physics: Conference Series , (1-11). IOP Publishing.