Pedagogical experiences of Français Langue Etrangère from "Computer Assisted Language Learning" to "Artificial Intelligence"

This article explores the evolution of Technology Mediated Language Learning (TMLL) in teaching Français Langue Étrangère (FLE), tracing a diachronic trajectory from early Computer Assisted Language Learning (CALL) to contemporary applications of Artificial Intelligence. Situated within the academic context of the University of Messina, the study presents three pedagogical experiences that illustrate how digital technologies reshape language education in both pedagogical and professional settings. The first case analyzes a blended learning experiment combining face to face instruction with an online learning platform, highlighting its impact on learner autonomy, engagement, and receptive skills, while also revealing persistent limitations in online components and students’ continued reliance on presencial interaction. The second case focuses on the pedagogical integration of the IATE (Interactive Terminology for Europe) platform in the acquisition of specialized legal French, emphasizing terminological accuracy, intercultural awareness, and strategic competences rather than rote memorization. The third case examines the use of Neural Machine Translation and generative AI tools in translation training, comparing human, machine generated, and chatbot assisted translations to assess their linguistic choices, reliability, and pedagogical value. The findings underscore that, while digital technologies and AI significantly enhance flexibility, access to authentic resources, and professional relevance, their effectiveness ultimately depends on thoughtful pedagogical integration and critical human mediation. The study concludes that technological innovation, particularly AI driven tools, should be framed as complementary instruments that reinforce and not replace learner centered pedagogy and expert human intervention in language education and translation practices.