USING ARTIFICIAL INTELLIGENCE (AI) IN TEACHING AND LEARNING FRENCH FOR POLICE PURPOSES: GRAMMAR INSTRUCTION FOR FIRST-YEAR POLICE STUDENTS
DOI:
https://doi.org/10.18173/2354-1075.2026-0043Keywords:
artificial intelligence - grammar teaching - French for policing purposes - personalized learningAbstract
The growing demand for increased effectiveness and personalization in specialized foreign language teaching has driven the integration of Artificial Intelligence (AI) into grammar instruction. This study analyzes the impact of applying AI (ChatGPT and other generative AI tools) in grammar instruction in French for policing purposes to first-year students at Level 1. Using an action research approach, the author conducted an experiment on two groups of students with equivalent academic backgrounds at the People's Police Academy. Results from grammar tests, student surveys, and teacher interviews reveal that the AI-assisted group achieved significantly higher average scores (7.03 compared to 5.51), and demonstrated greater autonomy, interest, and self-directed learning ability. AI tools provided timely feedback, automatic error correction, and supported more individualized learning content, thereby enhancing the quality and effectiveness of instruction. This study offers practical insights for the implementation of AI in teaching specialized foreign languages at specialized training institutions, and suggests directions for application tailored to the context of higher education in Vietnam.
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- Trong quá trình nghiên cứu và biên soạn bài viết này, tác giả có sử dụng một số công cụ trí tuệ nhân tạo tạo sinh (GenAI) như ChatGPT (OpenAI), Claude (Anthropic), Gemini (Google) để hỗ trợ các công việc kĩ thuật. Tác giả chịu trách nhiệm hoàn toàn về toàn bộ nội dung học thuật của công trình.
