L'IA generativa nella didattica del tedesco
Effetti di un percorso task-based sulla percezione della lingua e sull'uso consapevole dell'intelligenza artificiale
DOI:
https://doi.org/10.15162/1970-1861/2668Keywords:
Generative AI; Language Education; German as a Foreign Language; Media Literacy; Digital HumanitiesAbstract
This paper presents an introductory German language workshop that integrates the use of generative artificial intelligence (AI). The study adopts an exploratory design and examines the impact of the intervention on students’ perceptions of the language and their use of AI through a pre-test (T0) and a post-test (T1). The findings suggest a moderate reduction in perceived difficulty and a generally stable, positive interest in learning German. At the same time, there are indications of greater awareness in the use of tools such as ChatGPT for the co-creation of a digital artefact, with possible implications for the development of 21st-century skills. Given the pilot nature of the study, the results provide a preliminary basis for future research involving larger samples and longitudinal perspectives.
References
Adorni G., 2026, “Prompt-based learning e Intelligenza Artificiale Generativa: Problem solving e metacognizione in una prospettiva di Cyber Humanism”, Formazione Docenti UniCal.
Almashaqbeh G., Ghodsi Z., 2023, "AnoFel: Supporting anonymity for privacy-preserving federated learning", in ArXiv, pp. 1-13.
Badino M. et al., 2024, Educare all’IA. La sfida didattica dell’intelligenza artificiale: ChatGPT e Gemini, Milano, Sanoma Education.
Balboni P. E., 2013, "Il ruolo delle emozioni di studente e insegnante nel processo di apprendimento e insegnamento linguistico", in EL.LE. Educazione Linguistica – Language Education, 2(1), pp. 11–13.
Barrot J. S., 2023, "Using ChatGPT for second language writing: Pitfalls and potentials", in Assessing Writing, 57, pp. 1-2.
Burt M., Dulay H., 1977, "Remarks on creativity in language acquisition", in M. Burt, H. Dulay, M. Finnochiaro (eds.), Viewpoints on English as a Second Language, New York, Regents, pp. 95-126.
CAST, 2024, UDL Guidelines – Version 3.0, https://udlguidelines.cast.org/more/about-guidelines-3-0/
Celik I., 2023, "Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education", in Computers in Human Behavior, 138, pp. 1-10.
Chiu T. K. F. et al., 2023, "Teacher support and student motivation to learn with artificial intelligence (AI)-based chatbot", in Interactive Learning Environments 32(7), pp. 1-10.
Consiglio dell'Unione europea, 2018, Raccomandazione del Consiglio del 22 maggio 2018 relativa alle competenze chiave per l'apprendimento permanente (2018/C 189/01), Gazzetta ufficiale dell'Unione europea, C 189, 4 giugno 2018.
Cosgrove J., Cachia R., 2025, DigComp 3.0: European Digital Competence Framework – Fifth Edition, Luxembourg, Publications Office of the European Union.
Crosthwaite P., Sun S., 2025, "Generative AI and L2 written feedback studies: A scoping review", in RELC Journal, 57(1).
Daloiso M., 2009, I fondamenti neuropsicologici dell’educazione linguistica, Venezia, Cafoscarina.
Deci E. L., Ryan R. M., 1985, "The general causality orientations scale: self-determination in personality", in Journal of Research in Personality, 19, pp. 109-134.
Deutsche Welle (s.d.), Nicos Weg. Disponibile all'indirizzo: https://learngerman.dw.com/en/nicos-weg/c-36519789.
Dörflinger M., Atz H., 2020, DaF: Zielgruppen und Motivation. Quantitative und qualitative Studie zur Rolle der deutschen Sprache in Italien, Bozen, apollis.
Domizi A., 2024, Die ästhetische Wahrnehmung der deutschen Sprache im europäischen Raum (Arbeiten und Materialien zur deutschen Sprache, Band 62), Mannheim, IDS-Verlag / Leibniz-Institut für Deutsche Sprache.
Dong L., 2025, "Development and validation of a multidimensional ChatGPT feedback engagement scale for second language writers", in System, 135, art. 103875.
Dornburg A., Davin K. J., 2024, "ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases", in ReCALL, pp. 3-12.
dos Santos A. E. et al., 2023, "ChatGPT in ELT: Writing affordances and activities", in TESOL Connections.
Ellis R., 2003, Task-based language learning and teaching, New York, Oxford University Press.
Fabbro F., 1996, Il cervello bilingue. Neurolinguistica e poliglossia, Roma, Astrolabio.
Flinz C., 2024, Linguistica dei corpora: una nuova prospettiva teorico-metodologica per lo studio di morfologia e sintassi in ambito DaF, Milano, Milano University Press.
Framework for 21st Century Learning, 2018, Partnership for 21st Century Skills (P21), https://files.eric.ed.gov/fulltext/ED519462.pdf.
Giray L., 2023, "Prompt engineering with ChatGPT: A guide for academic writers", in Annals of Biomedical Engineering, 51(12), pp. 2629-2633.
Harmer J., 1998, How to teach English, Harlow, Longman.
Hwang H., Chang X., Sun J., 2025, "Gen AI is useful for L2 writing, but when, why and for how long do learners use it?", in Journal of Second Language Writing, 69, art. 101230.
Li S., 2025, "Generative AI and second language writing", in Digital Studies in Language and Literature, 2(1), pp. 122-152.
Kohnke L. et al., 2023, "ChatGPT for Language Teaching and Learning", in RELC Journal, 54(2), pp. 537-550.
Krashen S. D., 1982, Principles and Practice in Second Language Acquisition, Oxford, Pergamon.
Nunan D., 2004, Task-based language teaching, New York, Cambridge University Press.
Oranga J., 2023, "Benefits of Artificial Intelligence (ChatGPT) in Education and Learning: Is ChatGPT Helpful", in International Review of Practical Innovation, Technology And Green Energy, pp. 4-7.
Redecker C., 2017, European Framework for the Digital Competence of Educators: DigCompEdu, Luxembourg, Publications Office of the European Union.
Ren C. et al., 2024, "Human-AI collaboration increases skill tagging speed but degrades accuracy", in arXiv preprint arXiv:2403.02259, pp. 1-2.
Rivelli M. et al., proposto per la pubblicazione, "From Intelligent-TPACK to the Classroom: Using AI to Design and Assess CLIL Activities", in From E-CLIL to AI-CLIL, London, Bloomsbury, p. 12.
Saeli H. et al., 2025, "Embrace or resist? EFL teachers on adopting ChatGPT as a teaching and feedback tool", in Language Awareness, pp. 2-18.
Tisseron S., 2024, 3–6-9-12. Diventare grandi all’epoca degli schermi digitali, Nuova edizione rivista e ampliata, Brescia, Scholé.
Wang C., Wang Z., 2025, "Investigating L2 writers’ critical AI literacy in AI-assisted writing: An APSE model", in Journal of Second Language Writing, 67, art. 101187.
World Economic Forum, 2016, 21st century skills: what students need to succeed, https://www.weforum.org/stories/2016/03/21st-century-skills-future-jobs-students/.
Yechuri S., 2024, "Enhanced utility-driven data anonymization: Leveraging AI and machine learning for sensitive data privacy", in Journal of Artificial Intelligence General Science (JAIGS), pp. 229-232.
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
