ARTIFICIAL INTELLIGENCE AND FRENCH EDUCATION: OPPORTUNITIES AND CHALLENGES IN TEACHING FRENCH AS A FOREIGN LANGUAGE (FLE)

Abstract

Artificial Intelligence (AI) has become one of the most significant technological innovations of the twenty-first century, transforming various sectors of society, including education. In language education, AI has introduced new possibilities for personalized learning, adaptive instruction, intelligent tutoring systems, and automated assessment. This article examines the role of artificial intelligence in French as a Foreign Language (FLE) education. Drawing on documentary research and qualitative analysis of existing literature, the study explores how AI contributes to language acquisition, learner autonomy, pedagogical innovation, and classroom effectiveness. The article incorporates perspectives from both international and African scholars to provide a comprehensive understanding of AI in language education. Findings reveal that AI enhances French language learning through personalized instruction, immediate feedback, conversational practice, and flexible access to learning resources. However, challenges such as inadequate teacher training, digital inequality, ethical concerns, data privacy issues, and infrastructural limitations remain significant. The study concludes that AI should serve as a complementary tool that supports teachers rather than replacing them. It recommends increased professional development for educators, investment in digital infrastructure, and the development of inclusive policies to ensure equitable access to AI-enhanced learning environments.