Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

Harnessing ICT and AI for Enhanced Learning of French Possessive Adjectives in Secondary Schools in Ehime Mbano Local Government Area of Imo State

Chukwuma Benjamin Nnamdi, Alonge Paul Sussan

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.

Keywords

ICTartificial intelligenceFrench possessive adjectiveserror detectionFrench language

References

Adebayo, O., & Ogunleye, T. (2024). Digital transformation in Nigerian education: Opportunities and challenges. Journal of African Educational Studies, 12(2), 45–62. Adepoju, A., & Yusuf, M. (2025). Possessive adjective acquisition among Nigerian French learners: A contrastive analysis. West African Journal of Modern Languages, 8(1), 33–49. Adetuyi-Olu-Francis, O. (2025). Artificial intelligence in language education: A Nigerian perspective. Lagos University Press. Bamgbose, A. (2014). The language factor in development goals in Africa. In E. G. Bokamba, R. K. Shosted, & B. T. Ayalew (Eds.), Selected proceedings of the 44th Annual Conference on African Linguistics (pp. 1–17). Cascadilla Proceedings Project. Bello, I. (2023). Structural interference of Nigerian languages on French grammar learning. Multilingual Nigeria, 5(3), 78-94. Federal Ministry of Education. (2025). National policy on French language education in Nigeria (Rev. ed.). Abuja: Federal Government Press. Godwin-Jones, R. (2024). AI-driven language learning tools: A review of Kwiziq and beyond. Language Learning & Technology, 28(2), 1-18. Igboanusi, H. (2008). The French language policy in Nigeria: A critical assessment. Language Problems and Language Planning, 32(1), 65–83. https://doi.org/10.1075/lplp.32.1.05igb Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). AI-powered pronunciation feedback: Babbel and LingQ in focus. Computer Assisted Language Learning, 36(4), 567-589. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2022). Intelligence unleashed: An argument for AI in education. Pearson Education. Mayer, R. E. (2001). Multimedia learning. Cambridge University Press. Nigerian Educational Research and Development Council. (2021). The national French language curriculum for junior and senior secondary schools. Abuja: NERDC Press. Okonkwo, C. (2024). Grammatical challenges in French as a foreign language: The case of possessive adjectives. Nigerian Journal of French Studies, 9(2), 112-128. Oluwole, D., & Eze, F. (2023). Teaching French in Nigerian secondary schools: Challenges and prospects. African Educational Review, 15(3), 201-219. OpenAI. (2024). ChatGPT: Simulating conversational practice for language learners (White paper). OpenAI Research. Organisation for Economic Co-operation and Development. (2020). ICT and the digital transformation of education. OECD Publishing. Organisation for Economic Co-operation and Development. (2023). Digital education outlook 2023. OECD Publishing. Organisation for Economic Co-operation and Development. (2024). Definition of artificial intelligence in education. OECD Publishing. Oyedele, O. (2025). Leveraging AI for French instruction in Nigerian schools. Educational Technology & Society, 28(1), 89-104. Oyetade, S. O. (2019). The teaching of French as a second official language in Nigeria: Challenges and prospects. Journal of Language Teaching and Research, 10(3), 456–463. https://doi.org/10.17507/jltr.1003.05 Saliu, H. (2023). ICT/AI integration in language education: A comprehensive overview. Journal of Educational Technology, 19(4), 55-73. School AI. (2024). School AI Spaces: Personalised learning through AI-driven drills (Product documentation). School AI Inc. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 209-231. Talkpal. (2025). Talkpal.ai: Instant grammar correction and adaptive speaking practice for French learners (Technical report). Talkpal GmbH.