Fostering Intercultural Awareness and Writing Skills Through AI-Supported Activities
Artificial Intelligence and Humanitarian Sciences: Modern Situations and Perspectives, Baku, Azerbaycan, Baku, Azerbaycan, 21 - 22 Ekim 2025, ss.300-302, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Baku
- Basıldığı Ülke: Azerbaycan
- Sayfa Sayıları: ss.300-302
- Ankara Hacı Bayram Veli Üniversitesi Adresli: Evet
Özet
Abstract
The influence of technology intensely is felt all aspects of education
in this day and age. It has also manifested itself throughout history of
foreign language teaching and learning. The technology has a great potential to
get together the diverse cultures. This phenomenon is within sight progressively
through the emergence of artificial intelligence (AI) with the language learning
tools and applications in contemporary foreign language teaching. Today, AI
tools could be used for written communication in the classroom with the
guidance of the teachers. For this reason, they may have a significant role in
both students’ academic success and intercultural awareness by contributing to
the development of their foreign language writing skills due to the possibility
of access to great information networks. According to the studies, that
technology fosters greater intrinsic motivation in younger generations [1]. The
use of dialogue-based chatbots in education has become quite widespread in our
time. In this context, the studies indicate that “chatbots, now increasingly
viewed as part of the foreign language learning process, have become a
prominent tool for foreign language teaching” [2, 3]. The user can make a
contact verbally or in writing with an automatic interlocutor such as a
dialogue agent or a chatbot with a dialogue system. Therefore, it is possible
to use them in foreign language teaching to develop production-based skills.
For example, in acquiring writing skills, in which the development of
intercultural awareness is very important, among foreign language skills, “artificial
intelligence-supported chabot’s play an important role in personalising
learning by adapting written production exercises to students' individual
needs, thereby encouraging personalised progress” [4].
Culture and language teaching are inseparable. For this reason, how
artificial intelligence tools help acquire intercultural awareness, which is a
foundation for developing writing skills, and how these tools contribute to
teaching culture in foreign language classes should be investigated. A review
of studies on the opportunities provided by AI-assisted tools and other
technologies for language learning [5, 6, 7, 8] demonstrates that these new
technologies allow learners not only to perform physically, for example in writing
skill write on a paper, but also to autonomously and mentally practice
culturally appropriate speech and interaction at an accelerated pace.
However, given that all technologies present both advantages and
drawbacks, it is necessary to determine their educational implications and
investigate how they can be utilized efficiently to achieve a more effective
foreign language learning process. As a consequence of globalization and
technological advancements, the contemporary language learner is now compelled
to not only confront with grammatical rules but also to encounter cultural
norms and information. This necessitates engaging with the language to learn,
internalize, and use it for genuine communication.
Therefore, within the context of French as a foreign language, this
study aims to examine the impact of AI-supported activities on the
intercultural awareness levels, writing skills, and academic achievement of
preparatory class students learning French. This study investigates the effects
of artificial intelligence (AI)-enhanced activities on the intercultural awareness, writing skills, and academic achievement of
students learning French as a foreign language. Employing a quasi-experimental
design with a pre-test/post-test control group model, the research was
conducted with preparatory class students at a public university in Ankara
during the 2023-2024 academic year. Participants
are the students’ French preparatory class at the university. 32 students were
divided into two groups such as experimental group (17) and control groups (15).
The experimental group engaged in cultural learning activities supported by the
AI tool ChatGPT, while the control group followed traditional instruction on
the same topics. The lessons plans were prepared by researchers in with
cultural issues and AI supported activities. Data were collected with two
instruments: (ı) the Intercultural Awareness Assessment Scale in Foreign
Language Teaching (YDÖ-KFDÖ) which was developed by researchers based on
Byram's Intercultural Communicative Competence Model [9] and The Common
European Framework of Reference for Languages (CEFR), (ıı) weekly writing
assignments, which were chosen in regard od cultural issues, scored according
to DELF (Diplôme d'Études en Langue Française) criteria over seven weeks.
Statistical analyses are performed with SPSS 23. These
analyses revealed that the experimental group demonstrated a statistically
significant improvement in intercultural awareness, French writing skills, and
academic achievement compared to the control group. The results indicate that
ChatGPT-supported activities were effective in enhancing the intercultural
awareness levels of students in French preparatory classes. The findings
suggest that AI-supported tools, when used under teacher guidance, can serve as
effective instruments in foreign language education by fostering not only
linguistic competence but also crucial intercultural understanding. The
findings showed that the experimental group in the class using AI-supported writing
tasks achieved significantly higher scores when they compared with the results
of control group in the class using the traditional writing tasks. These
results expose that the students in the experimental group displayed greater
improvement in their writing skills with AI-supported activities. As a result,
we can conclude that ChatGPT is an effective tool for enhancing writing
proficiency adding cultural awareness in their production. It has been observed
also within the findings of Intercultural Awareness Assessment Scale in Foreign
Language Teaching (YDÖ-KFDÖ). It is observed that AI-supported activities can
enhance intercultural awareness in French preparatory classes and ChatGPT can
be used as an educational tool in the classroom. The integration of artificial
intelligence tools in foreign language instruction should be actively encouraged.
However, it is necessary further research into the development of AI-generated
materials, AI-supported communicative activities with the guidance of language
teachers. It was produced from doctoral thesis researches.
Keywords: Artificial Intelligence, Foreign Language Teaching, Intercultural
Awareness, Writing Skills, ChatGPT, French.