Abstract

This study examines the impact of artificial intelligence (AI) on French language learning among technical students at Hanoi University of Science and Technology, employing a mixed-methods approach that includes a survey of 82 students and pedagogical observations across four modules: basic French, presentation skills, DELF B1 preparation, and career orientation. Results show frequent AI use, offering personalized learning but risking cognitive dependency and ethical issues. The study proposes conscious AI integration, teacher training, and pedagogical designs to preserve students’ critical thinking and autonomy.

Keywords: AI, autonomy, critical pedagogy, digital tools, engineering students, French teaching, technology integration.