Effect of Artificial Intelligence (AI) in Learning French: A Quantitative Study from the University of Dhaka

Abstract

The use of Artificial Intelligence (AI) in language education is significantly increasing over time. The current study is an investigation on the use of AI-based tools by French language learners at the University of Dhaka to find out and understand its impact on the learners’ confidence and autonomy. Data was collected through an online based questionnaire administered to 52 learners having various levels of French. The frequency and perceived impact of using AI tools for reading, writing, listening, and speaking abilities were analyzed using descriptive statistics. Findings clearly demonstrate that the students depend mostly on AI-based tools for improving their reading and writing abilities where intensity is seen in writing section. They agreed on the question of advancing their confidence and independence through using Artificial Intelligence. A decline in the use of AI tools for developing speaking and listening skills is demonstrated equally. One of the reasons for this decline may be the underdeveloped conversational language of the AI tools. More than half of the participants agreed on becoming too dependent on AI. Despite this dependency, many complained about often receiving incorrect information. So, the result suggests that AI tools should be used as an assistant to the traditional language learning, not the substitution.

Mother Language, 2026; 10(1): 118-137