Abstract
The contribution stems from the scientific debate on Artificial Intelligence (AI) in language education and in teaching Italian as a second/foreign language, focusing on the potential of AI-based tools for enhancing writing skills and obtaining automatic, immediate corrective feedback. A sample of teachers of Italian as a foreign language in Peru attending an online training course on Artificial Intelligence for language education, organized by the University for Foreigners of Perugia, took part in an online workshop on the use of AI tools for Italian as a foreign language. They were guided to experiment with several AI tools for writing, such as Curipod and Twee, and were asked to comment on their reactions and attitudes towards the effectiveness of the tools and the relevance of the feedback received. In particular, survey data were collected about their familiarity with AI tools, perceptions of strengths and challenges, and motivation to integrate these tools into their teaching. The findings indicate high engagement and a positive view of the potential of AI for personalized support and efficient feedback, although there are concerns about critical thinking and generic outputs. The paper also highlights implications for teacher training and pedagogical practice, as well as the need for further research.
Keywords
AI-based tools; writing skills; automatic feedback; personalized support.