Banca de DEFESA: TAÍSE FERREIRA DA ROCHA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : TAÍSE FERREIRA DA ROCHA
DATE: 20/09/2025
TIME: 15:30
LOCAL: Instituto Metrópole Digital
TITLE:

 

INNOVATIVE PRACTICES FOR TEACHING FRENCH AS A FOREIGN LANGUAGE: STUDENTS’ WRITTEN PRODUCTION THROUGH INTERACTION WITH ARTIFICIAL INTELLIGENCE

KEY WORDS:

Keywords: Educational Technology Innovation; AI-Generated Images; Written Production in French; Creative Writing.

PAGES: 131
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Avaliação da Aprendizagem
SUMMARY:

This research investigated the use of images generated by Artificial Intelligence (AI) with the support of digital tools as a pedagogical resource in the teaching of French as a Foreign Language (FFL). The objective was to understand how the intentional use of these images could foster students' creativity in written production, through visual stimuli that awaken new ideas, narrative paths, and forms of expression. The focus was on the relationships between these images and the texts produced by the target group of students linked to the FUNCERN language center, taking into account the challenges they faced in reaching the proficiency levels of the Common European Framework of Reference for Languages (CEFR), especially in constructing detailed descriptions, articulating ideas, and using more complex structures. The productions were analyzed based on the criteria of the Défi 2 material from Édition Maison des Langues and compared with the CEFR descriptors, which allowed verification of proximities and distances relative to the expected competencies at the A2/B1 level. The research was conducted in the context of the researcher’s own virtual classroom, based on the observation of recurring obstacles in students’ writing: vague descriptions, limited vocabulary richness, and difficulties in textual organization. The entire implementation was carried out as action research, following the proposal by Thiollent (1986) and the action-reflection-action cycle of Lewin (1946), including, at the end, the application of a questionnaire composed of closed questions, analyzed through the Likert Scale, and open questions, subjected to discourse categorization. The theoretical framework gathered authors who address the presence of technology in the learning process, such as Papert (1980), and the importance of creativity as an essential part of classroom work, such as Stein (1953), for whom creativity is a process that generates something new and valuable for a social group. The personalization of proposals and the encouragement of students’ autonomy were inspired by the ideas of Courtillon (2014) and Knowles (1980). Vygotsky (1987) and Souza (2010) contributed to the understanding of language as social mediation, while Rojo (2001, 2012) and Rojo and Moura (2019) highlighted multiliteracies and criticality in the use of technologies. Simondon (2007) provided philosophical foundations for the notion of image as an immanent mediation of human experience. The understanding of the symbolic role of images was supported by Santaella (2001), Eco (2003), and Peirce (1999). The digital tool used was Mídia Mágica, integrated into the Canva platform, which allowed students to generate images based on textual descriptions produced by themselves. The visual and semantic quality of these images was directly related to the formulation of the prompts, requiring precision and clarity in writing, as discussed by Silva (2023) and Rombach et al. (2022) in their studies on diffusion models and visual generation through artificial intelligence. The images, generated from textual descriptions, proved potentially capable of functioning as stimuli for more creative, complete, and coherent rewritings, suggesting the existence of a visual-textual cycle between written production and image representation. The results indicated that the use of images contributed to expanding students’ linguistic repertoire, favoring discursive organization, and generating greater engagement in activities, with a direct impact on confidence and pleasure in writing. The research was conducted with attention to the ethical and cultural implications of AI use in education, in accordance with UNESCO’s Recommendation on the Ethics of Artificial Intelligence (2021) and the guidelines of CIEB (2023). As a final product, a free online course (MOOC) was developed, with teaching materials, practical examples, and guidance aimed at teachers who wish to experiment with this approach, promoting authorship, creative expression, and accessibility in language teaching.

COMMITTEE MEMBERS:
Presidente - 2432953 - CELIA MARIA DE ARAUJO
Interna - ***.064.828-** - SELMA ALAS MARTINS - UFRN
Externa à Instituição - ILANE FERREIRA CAVALCANTE - IFRN