Chatbots are among the innovations in artificial intelligence that can appeal to students learning a foreign language. But how can they be used effectively? What can they offer when implemented within a well-thought-out educational framework?

---

Last April, an Italian high school student spoke on the radio about how she had managed to improve her French thanks to a “magic app” with which she chatted every evening. This app is ChatGPT , the famous conversational agent boosted by artificial intelligence (AI). Her story illustrates a global phenomenon: young people—and not so young—are now using these tools to learn, revise, or practice.

Generative artificial intelligence (GAI) has now reached a level of maturity where it can effectively support language learning. The tools are now multilingual, adaptable, capable of generating written or spoken content, and tailored to individual needs.

But what should we do with this AI that speaks (almost) all languages? Is it a threat to schools or an opportunity to learn differently?

A robot that always responds, without judging

Among the many recent innovations in artificial intelligence and educational technologies, conversational robots (chatbots) are the most accessible: simply ask a question, and they respond in writing or orally. They can hold a conversation, correct a sentence, rephrase an expression, or play a role (server, tour guide, or language teacher, etc.).

They are useful allies for practicing a language at your own pace, without fear of judgment. A shy student can practice speaking Spanish in a fictional cafe without fear of making mistakes. An adult can repeat the same sentences twenty times without bothering anyone. These dialogues, even artificial ones, stimulate learning .

Tools like CallAnnie, Gliglish, LangAI, Talkpal, and advanced versions of Duolingo now offer conversations with an AI-powered tutor, tailored to the learners’ level. Some teachers are even designing their own educational chatbots to better match the level or expectations of their audience.

Conversational agents: behind the scenes of the “machine”

But how can these robots “understand” our messages?

In reality, these robots don’t have the ability to understand human beings: they work by statistical prediction. In other words, they predict the most likely outcome of a text based on billions of textual data points from the web. This is called a language model.

These models – such as GPT (OpenAI) or BERT (Google, Meta) – are the result of a complex algorithm, computer programming and what is now called prompt culture , that is to say the art of formulating an effective query to generate a relevant response.

Their responses are often very fluid, natural, and sometimes impressive… but they can also be false, incoherent, or biased. This is why an educational framework is essential: dialogue without human mediation remains limited.

Knowing how to interact with AI is becoming a key skill, now called AI literacy . This involves:

• understand that AI does not “understand” like a human, be wary of the illusion of “knowing everything” that it can give to learners;
• know how to formulate effective requests (or prompts) to generate a relevant response, acquire what we now call prompt culture;
• be able to assess the relevance of responses, identify errors, biases or stereotypes;
• adopt a critical stance and respect digital ethics (verification of sources, data protection, etc.).

Teachers have a vital role to play in guiding learners towards thoughtful, creative and responsible use of these tools.

A classroom experience: talking with a chatbot

At a French university, a team tested a chatbot developed with Mizou with 16 beginner French students (level A1). The goal: to strengthen oral expression through simple role-playing games. The results were encouraging: the students gained confidence, felt less judged, and were more motivated to speak.

However, some of the answers generated by the chatbot were too complex for the expected level—for example, long sentences with difficult vocabulary or overly elaborate formulations. Others were sometimes too repetitive, which could lead to a loss of interest. This feedback confirms the value of these tools… provided they are properly supported by human support .

One of the major advantages of AI is its flexibility: beginners, intermediate users, and advanced users can benefit from it. For beginners, chatbots allow them to practice everyday situations (introducing themselves, ordering, asking for directions). Intermediate users can enrich their expression or correct their mistakes. More advanced users can debate or practice writing with critical feedback. AI is not intended to replace human interaction, but rather complements it by increasing opportunities for interaction.

Chatbots can’t replace the richness of a real human connection, but they can help prepare for exchanges. Before conversing with a foreign correspondent, learners can practice with AI to gain fluency and confidence.

Similarly, before a trip abroad, chatting with a chatbot allows you to familiarize yourself with key phrases and common situations. Some learners also use AI to translate or verify wording. The goal, therefore, isn’t to replace human interaction, but to increase opportunities to learn, at any time, in a secure and personalized setting.

Conversational AI is not a magic wand, but a promising tool. When used with perspective, creativity, and critical thinking, it can truly enrich language teaching and learning.

Tomorrow, learners will interact not only with teachers, but also with robots. Provided these agents are well chosen, properly configured, and integrated into a thoughtful educational framework, they can become powerful allies. The challenge is significant: to train multilingual, critical, and clear-sighted citizens—in the face of artificial intelligence, and with it.

Author Bio: Sophie Othman is a Lecturer, Center for Applied Linguistics – CLA at Marie and Louis Pasteur University (UMLP)