Abstract
The contribution stems from the scientific debate on Artificial Intelligence (AI) in language education and in teaching Italian as a second/foreign language, highlighting its potential for personalization, immediate automated feedback, and increased learner participation and motivation. The study examines a training initiative on AI topics for teaching Italian as a foreign language, aimed at a sample of Italian language teachers in Mexico. These teachers were invited to experiment with several AI tools, including the Curipod platform and the AIDI chatbot. Participants were given a questionnaire to collect their perceptions and reactions regarding the use of AI in teaching Italian. The responses were very encouraging, showing a perceived added value of AI for lesson planning, particularly for personalizing learning paths, providing automatic feedback, fostering collaboration, and developing the four Modes of Communication provided by the Common European Framework for Reference of Languages, Companion Volume (CEFRCV), especially production, interaction, and vocabulary enrichment. The conversational practice activity through creating simulated learning scenarios was especially appreciated, as it can help improve linguistic and communicative competence by encouraging learner participation as a true “social agent.” The main challenges that emerged were the need for specific training on AI-related topics and the importance of sharing experiences and teaching practices within the teaching community to support the gradual integration of methodological innovations driven by the AI revolution.
Keywords
Artificial Intelligence, Italian as a foreign language, chatbot, Curipod, AIDI.