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All Journal Hexagone Esteem Journal of English Study Programme
William Anderson Hutapea
UNIVERSITAS NEGERI MEDAN
Education Languange, Linguistic, Communication & Media Social Sciences

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Anglicismes Dans La Methode Tendances B1 ET B2 William Anderson Hutapea
HEXAGONE Jurnal Pendidikan, Linguistik, Budaya dan Sastra Perancis Vol 10, No 2 (2021): Hexagone
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/hxg.v10i2.29874

Abstract

Cette recherche s’agit de l'anglicisme. Anglicisme est un emprunt fait à la langue anglaise par une autre langue. Cette recherche vise à déterminer l'anglicisme trouvé dans la methode Tendances B1 & B2, la catégorie d'anglicisme et le groupe du mot. L’anglicisme analysé dans cette étude est l'anglicisme lexical et phonétique. Dans cette recherche, la méthode utilisée est la méthode qualitative descriptive. Les résultats de cette étude indiquent qu'il y a 64 anglicismes dans la methode Tendances B1 & B2 qui se divisent en deux parties principales, l'anglicisme lexical atteint 42 (66%) et l'anglicisme phonétique atteint 22 (34%). Les catégories d'anglicisme la plus fréquente sont la catégorie de la vie sociale et de la technologie. Et aussi le groupe de mots qui apparaissent le plus souvent sont des noms.Mots-clés : Analyse, Mot, Tendances.
ENHANCING LANGUAGE LEARNING THROUGH REASONED IMITATION IN THE USE OF NUMERICAL RESOURCES IN THE FLE CLASSROOM Hutapea, William Anderson; Jhoni Maslan; Marice
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19160

Abstract

This study explores students' perspectives on the integration of artificial intelligence (AI) in the course Exploitation des Ressources Numériques en Classe du FLE, within the French Language Education Program at Universitas Negeri Medan. The course emphasizes the linguistic use of numerical and digital resources to support French as a Foreign Language (FLE) instruction. Using a descriptive quantitative method, data were collected from second-semester students via questionnaires. The findings show that students positively view AI as a language support tool, particularly in idea generation, text translation, and teaching material development. AI encourages reasoned imitation, where learners not only replicate but also critically adapt AI-generated content for language teaching purposes. However, students also expressed concerns about excessive dependence on AI, emphasizing the importance of critical thinking, ethical use, and the teacher’s role in guiding proper language application. Technical issues such as limited internet access and device availability were also reported. In conclusion, students demonstrate a constructive yet cautious attitude toward AI in language learning. The study highlights the need to promote responsible and reflective use of AI in exploiting numerical resources to enhance linguistic competence in FLE classrooms.
ENHANCING LANGUAGE LEARNING THROUGH REASONED IMITATION IN THE USE OF NUMERICAL RESOURCES IN THE FLE CLASSROOM Hutapea, William Anderson; Jhoni Maslan; Marice
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19160

Abstract

This study explores students' perspectives on the integration of artificial intelligence (AI) in the course Exploitation des Ressources Numériques en Classe du FLE, within the French Language Education Program at Universitas Negeri Medan. The course emphasizes the linguistic use of numerical and digital resources to support French as a Foreign Language (FLE) instruction. Using a descriptive quantitative method, data were collected from second-semester students via questionnaires. The findings show that students positively view AI as a language support tool, particularly in idea generation, text translation, and teaching material development. AI encourages reasoned imitation, where learners not only replicate but also critically adapt AI-generated content for language teaching purposes. However, students also expressed concerns about excessive dependence on AI, emphasizing the importance of critical thinking, ethical use, and the teacher’s role in guiding proper language application. Technical issues such as limited internet access and device availability were also reported. In conclusion, students demonstrate a constructive yet cautious attitude toward AI in language learning. The study highlights the need to promote responsible and reflective use of AI in exploiting numerical resources to enhance linguistic competence in FLE classrooms.
Co-Authors Jhoni Maslan Marice