FROM THE COMMUNICATIVE APPROACH TO PEDAGOGICAL HYBRIDIZATION : ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE WRITING INSTRUCTION, BETWEEN METHODOLOGICAL CONTINUITIES AND THE RISK OF DEPENDENCY
FROM THE COMMUNICATIVE APPROACH TO PEDAGOGICAL HYBRIDIZATION : ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE WRITING INSTRUCTION, BETWEEN METHODOLOGICAL CONTINUITIES AND THE RISK OF DEPENDENCY

Summary/Abstract: This article examines the integration of generative artificial intelligence into the teaching of written production in a foreign language in light of the evolution of didactic paradigms, from the communicative approach to contemporary forms of pedagogical hybridization. The analysis is grounded in the theoretical framework of communicative competence proposed by Dell Hymes and further developed by Michael Canale and Merrill Swain, as well as in the action-oriented perspective defined in the Common European Framework of Reference for Languages.The study explores the dual nature of artificial intelligence: on the one hand, as a scaffolding tool capable of supporting metacognitive regulation and enriching discourse; on the other hand, as a potential source of cognitive delegation that may weaken learners’ writing autonomy. An experimental design involving university students was implemented, comparing two groups: a control group producing written texts without algorithmic assistance and an experimental group using an AI tool within a regulated pedagogical framework. The written productions were analysed according to several linguistic indicators, including syntactic complexity, textual coherence, lexical diversity, and levels of writing autonomy.Preliminary results indicate that guided use of artificial intelligence can improve discourse organization and morphosyntactic accuracy. At the same time, the findings reveal potential risks of stylistic uniformity and procedural dependence when the tool is used without explicit reflective guidance. The article therefore proposes a didactic model based on transparency of AI use, evaluation of the writing process rather than the final product alone, and the development of critical AI literacy among students.This research contributes to clarifying the place of artificial intelligence within the continuity of communicative and action-oriented approaches while identifying the pedagogical conditions necessary for a balanced integration of AI into hybrid language learning environments.

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