Using ChatGPT and Gemini to Dispel Doubts about French Pronunciation: A Case Study

Autores/as

DOI:

https://doi.org/10.47133/NEMITYRA20250703b-A10

Palabras clave:

accuracy, ChatGPT, French as a second language, Gemini, nuances, pronunciation

Resumen

Previous research findings have revealed concerns regarding the presence of inaccuracies in language models’ (LMs’) output and regarding the treatment of nuances in the same type of output in educational contexts. The extent to which a version of ChatGPT and a version of Gemini provided inaccurate and unnuanced information concerning the pronunciation of the target French words of this paper, namely, six and dix, was explored, and to this end three prompt types and a benchmark were used. The results of this exploratory case study showed that Gemini’s responses were less inaccurate than ChatGPT’s, and that Gemini covered cases that relate to the pronunciation of the parts of speech that are present in the benchmark more often. These findings led to reflections on the convenience of tackling the limitations of using LMs as if they were regular reference works that can dispel doubts about French pronunciation in French as a second language courses for adults where pronunciation is taught. It also raised reflections on the importance of comparing LMs’ output concerning French pronunciation with information about French pronunciation as presented by reliable sources.

Referencias

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., ... Wright, R. (2023). "So what if ChatGPT wrote it?" Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, Artículo 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning & Teaching, 6(1), 57–63. https://doi.org/10.37074/jalt.2023.6.1.22

Gouvernement du Québec, Ministère de l'Éducation, du Loisir et du Sport. (2007). Français, langue seconde: Program of study.

Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 5(1), 37–45. https://doi.org/10.61414/jeti.v5i1.103

Ishibie, C. I. (2025). The impact of digital technologies on French language learning. Cascades: Journal of the Department of French & International Studies, 3(1), 33–39.

Karimi, E. M., & Qadir, B. M. (2025). The impact of artificial intelligence use on students' autonomous writing. Journal of Applied Learning & Teaching, 8(1), 143–153. https://doi.org/10.37074/jalt.2025.8.1.14

Khademi, A. (2023). Can ChatGPT and Bard generate aligned assessment items? A reliability analysis against human performance. Journal of Applied Learning & Teaching, 6(1), 75–80. https://doi.org/10.37074/jalt.2023.6.1.28

Korell, J. L., & Albrecht, P. (2025). Artificial intelligence in French and Spanish foreign language education: A systematic review and future perspectives. Language Education and Technology, 5(1), 21–41.

Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. Journal of Applied Learning & Teaching, 6(1), 64–74. https://doi.org/10.37074/jalt.2023.6.1.32

Lombardo, A. L. y Pérez Albizú, M. C. (2023). Sobre lectocomprensión y traducción: Nuevos desafíos y propuestas. Synergies Argentine, 9, 81–102. https://gerflint.fr/images/revues/Argentine/Argentine9/lombardo_perez.pdf

Office québécois de la langue française. (s.f.). Prononciation de six et dix.

Rane, N., Choudhary, S., & Rane, J. (2024). Gemini versus ChatGPT: Applications, performance, architecture, capabilities, and implementation. Journal of Applied Artificial Intelligence, 5(1), 69–93. https://dx.doi.org/10.2139/ssrn.4723687

Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., Sun, M., Day, I., Rather, R. A., & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning & Teaching, 6(1), 41–56. https://doi.org/10.37074/jalt.2023.6.1.29

Sobaih, A., & Abu Elnasr, A. (2025). Battle of AI chatbots: Graduate students' perceptions of ChatGPT versus Gemini for learning purposes in Egyptian higher education. Journal of Applied Learning & Teaching, 8(1), 128–142. https://doi.org/10.37074/jalt.2025.8.1.7

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 31–40. https://doi.org/10.37074/jalt.2023.6.1.17

Torun, F., & Ozer Sanal, S. (2025). The perspectives of academicians and students regarding the use of generative artificial intelligence in higher education. International Journal of Technology in Education, 8(1), 65–87. https://doi.org/10.46328/ijte.883

Descargas

Publicado

2025-12-29

Cómo citar

Using ChatGPT and Gemini to Dispel Doubts about French Pronunciation: A Case Study. (2025). Ñemitỹrã, 7(3), 129-140. https://doi.org/10.47133/NEMITYRA20250703b-A10

Artículos similares

11-20 de 29

También puede Iniciar una búsqueda de similitud avanzada para este artículo.