Artificial intelligence for language learning: exploring the transformative role in french language education, addressing challenges and unlocking opportunities in the U.S.

Okoye, Cynthia Ijeoma and Tidjani, Saenab (2025) Artificial intelligence for language learning: exploring the transformative role in french language education, addressing challenges and unlocking opportunities in the U.S. International Journal of Science and Research Archive, 14 (2). pp. 1202-1211. ISSN 2582-8185

French education in the United States faces significant challenges in achieving widespread language proficiency due to traditional teaching methodologies, limited immersion opportunities, and resource constraints. Traditional classroom settings often rely on outdated approaches that fail to engage students and provide limited scope for personalized learning. Additionally, the lack of access to native speakers and authentic cultural contexts further exacerbates the difficulties in acquiring fluency. These challenges are particularly pronounced in rural and underserved areas where resources for foreign language education are scarce. Artificial Intelligence (AI) offers innovative solutions to address these persistent issues by transforming the way French is taught and learned. Through personalized learning experiences, real-time feedback, and adaptive content delivery, AI has the potential to significantly enhance language acquisition. AI-powered platforms can analyze individual learner progress and tailor lessons to suit their unique needs, fostering a more engaging and effective learning environment. Conversational agents, driven by natural language processing, simulate real-life interactions, enabling learners to practice spoken French in a low-pressure setting. Furthermore, speech recognition technologies provide instant feedback on pronunciation and help learners refined their accents, bridging the gap between classroom learning and real-world communication. This paper explores the transformative role of AI in advancing French language proficiency for students and professionals in the U.S., with a focus on key applications such as AI-powered platforms, conversational agents, and speech recognition tools. It also identifies critical challenges in the adoption of AI technologies, including accessibility issues, data privacy concerns, and the risk of over-reliance on technology. Strategies for overcoming these barriers, such as integrating AI tools into existing educational systems, training educators, and developing affordable solutions, are proposed to ensure equitable and effective implementation. The paper further highlights case studies of successful implementations, providing insights into the best practices and lessons learned. For example, platforms like Duolingo and Mondly have demonstrated how AI can enhance learner engagement and improve proficiency, while universities incorporate AI tools into their language programs have reported increased student motivation and success rates. These examples underscore the potential of AI to revolutionize French education in the U.S. by making it more accessible, efficient, and learner centered. By leveraging the capabilities of AI, French education in the U.S. can address long-standing barriers and achieve greater language proficiency among learners. This transformation not only supports individual academic and professional growth but also enhances cross-cultural communication and global collaboration. The integration of AI into French education represents a critical step toward ensuring proficiency in this globally significant language and equipping learners with the skills needed to thrive in an interconnected world.