Integrating U-M GPT for Enhanced Student Presentations in French Language Courses

LSA Romance Language and Literature

Problem

Professor Sabine Gabaron aimed to enhance student engagement and improve the quality of student presentations in her French 280 and 232 courses. The challenge was integrating AI tools to foster creativity and individuality while maintaining critical thinking skills. Additionally, data on student attitudes toward GenAI was needed to understand its impact and address any concerns.

Audience

The AI tool was targeted at students enrolled in French 280 and 232 courses. French 280 is an upper-level course, and French 232 is the fourth semester of the language requirement. These students were expected to use U-M GPT as a pre-presentation research tool to guide and organize their thoughts.

Outcome/Impact

This experiment, conducted in Winter 2024, provided some significant insights into the effective integration of AI in the language classroom. Using U-M GPT, students could engage in pre-presentation research that guided and organized their thoughts, promoting dynamic and enriched learning experiences. The tool allowed students to maintain their creativity and individuality while also enhancing their critical thinking skills.

Professor Gabaron collected valuable data on student attitudes toward GenAI, identifying concerns such as the accuracy of AI-generated information, ethical implications, and potential over-reliance on AI tools. Through in-class discussions, practice sessions, and follow-up surveys, students could explore the tool's capabilities and limitations. The use of U-M GPT resulted in more structured and insightful presentations, demonstrating the potential of AI to support language learning. The findings highlighted the need for continuous dialogue and training to address student concerns and maximize the benefits of AI in education.