The Bag of Winds: Navigating AI-Assisted Writing Instruction in French as a Second Language

Abstract

In this reflection, I explore the integration of generative artificial intelligence (GenAI) into second-language writing instruction, drawing on my experiences teaching upper-level French courses. Framing writing as a journey and guided by Vygotsky’s Zone of Proximal Development, I developed a scaffolded process in which students draft independently and engage with AI tools during the revision stage. My aim is to preserve student agency while offering the opportunity to seek AI feedback. Over several semesters, this model evolved into Grammélie, a custom AI tutor that supports reflective paper revision through dialogue. While challenges emerged, I advocate for thoughtful, cautious integration of AI as a pedagogical partner, emphasizing the ongoing importance of human guidance in navigating the evolving landscape of GenAI in higher education.