ChatGPT comme outil d’amélioration de l’expression écrite en anglais langue étrangère
DOI :
https://doi.org/10.17533/udea.ikala.354584Mots-clés :
ChatGPT, formation universitaire, enseignement de l’anglais langue étrangère, enseignement-apprentissage de l’écriture, intelligence artificielleRésumé
Cet article vise à étudier les possibilités du ChatGPT en tant qu’assistant pour l’écriture académique dans une langue étrangère à la formation universitaire. Pour ce faire, les étudiants ont effectué une tâche d’écriture et ont expérimenté les possibilités du robot en termes de correction et d’amélioration de l’expression écrite dans le genre essai en langue anglaise. Le résultat de l’utilisation de ChatGPT a été évalué au moyen d’une analyse détaillée des interactions des étudiants avec l’instrument. Cette analyse a permis de détecter les erreurs et les bonnes réponses de l’outil. Les résultats montrent que ChatGPT, grâce à son énorme quantité de données, peut fournir aux apprenants un large éventail d’options d’amélioration, allant du vocabulaire et de la grammaire à la structure et au contenu du texte. Cependant, son utilisation à des fins d’enseignement présente des limites, notamment en ce qui concerne l’interaction entre l’utilisateur et le robot, puisqu’il est essentiel de donner des instructions très précises pour garantir l’interprétation correcte des informations par ChatGPT. Néanmoins, nous soulignons son utilité en tant qu’outil de soutien et d'apprentissage, à condition que l’enseignant guide et supervise le processus.
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