Generative AI-Assisted French Reading Practices Among French Education Students in Indonesia: Six-Dimensional Descriptive Study
Abstract
The use of Generative Artificial Intelligence in language learning increasingly offers opportunities to support reading activities, yet it also presents challenges regarding text comprehension, information verification, reflection, and the responsible use of AI. This study aims to describe Generative AI-assisted French reading practices among university students across six domains: Metacognitive Reading Strategies, Text Comprehension and Evaluation, AI-assisted Reading, Verification and Critical Thinking regarding AI Outputs, Reflection and Reading Practice, and Ethical and Responsible AI Use. A quantitative approach was employed, utilizing a descriptive, non-experimental, and cross-sectional design. Data were collected from 65 students in the French Language Education Study Program at the University of Lampung using a 30-item questionnaire with a six-point Likert scale. The results indicate positive trends across all six domains, with the highest tendency observed in Metacognitive Reading Strategies and the lowest in Text Comprehension and Evaluation. The findings demonstrate that Generative AI serves not only as a tool for text comprehension but also supports verification, reflection, and responsible AI usage within French reading practices.
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