French learners’ use of ChatGPT for interactive textual revision: an in-depth multiple case study

Abstract

Nowadays, generative artificial intelligence (GAI) tools can be found virtually everywhere, including in the second language classroom. Despite this widespread use, there remains a paucity of research exploring how such tools can be utilized for textual revision, especially in languages other than English. Furthermore, the need for students and teachers alike to understand the tools that they use grows ever more important. In the present study, we investigate how French as a Foreign Language students interact with ChatGPT, a widely accessible and well-known GAI tool, to correct their texts. Participants (n = 14) first answered a survey regarding their familiarity with ChatGPT and then participated in a 60-minute workshop on the use of ChatGPT for interactive textual revision in French. Participants (n = 8) wrote a short, narrative text which they then revised using ChatGPT and subsequently refined into a final version. We collected the screen recordings of the writing and revision process, the links to discussion threads and the original and final versions of the texts. We analysed the prompt patterns that emerged, as well as the quality of ChatGPT's responses, revisions and explanations. A sample of participants (n = 2) participated in self-confrontation interviews regarding their experience. Overall, texts saw a significant improvement from first to final draft following interactive revision with ChatGPT regarding error count, though shortcomings concerning ChatGPT's responses as well as the lack of engagement on behalf of participants call into question the pedagogical value of using ChatGPT for textual revision in French.