Harnessing ICT and AI for Enhanced Learning of French Possessive Adjectives in Secondary Schools in Ehime Mbano Local Government Area of Imo State
Abstract
French possessive adjectives pose persistent grammatical challenges for Nigerian secondary school learners due to structural differences between French and Nigerian languages. This study investigates how harnessing ICT and AI enhanced learning of French possessive adjectives in secondary schools in Ehime Mbano Local Government Area. Employing a mixed-method design, data were collected from 300 students through questionnaires and voice-recorded written essay composition analyzed via Automatic Speech Recognition . Findings reveal that AI-powered pronunciation tools (Kahoot, Talkpal.ai), grammar checkers (Grammarly), AI chatbots (ChatGPT, Grok), Duolingo, and Google Translate are frequently used for error detection and correction. Three primary error types were identified: gender misalignment (59.3%), possessor- subject interference (25.6%), and number omission (16.3%). AI tools, particularly ChatGPT, Kahoot, and Talkpal.ai, demonstrated significant effectiveness in automatically detecting and correcting these errors. Grounded in Mayer’s Multimodal Learning Theory and Selinker’s Interlanguage Theory, the study concludes that ICT/AI integration reduces possessive adjective errors by providing immediate, personalized, multimodal feedback, with implications for curriculum development and pedagogical practice in French language education.
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