AI-Augmented Methodology for Using Textbooks: A Proficiency Scale

Abstract

This article is part of a series of articles on artificial intelligence developing and testing a coherent project for the progressive integration of AI into the teaching-learning-use of foreign languages. AI (here, generative text AI) is mobilized in service of an autonomous collective differentiation of learning, conceived as the preferred means of educating learners in democratic and digital citizenship. This project deliberately opts for a pedagogical and didactic determinism, as opposed to the technological determinism that dominates most current proposals concerning AI in education. The framework is that of the regular classroom use of a textbook implementing the social action-oriented approach (SAOA) through didactic units designed as mini-projects. The present article articulates three components: (1) a theoretical model of "AI-augmented methodology", in which AI generates, at the request of learner groups, supplementary didactic resources -linguistic, cultural and methodological- to be combined with those already provided by their textbook; (2) a praxeological approach in which prompts addressed to AI are systematically accompanied by historically validated didactic models; and (3) what constitutes its specific contribution, namely a prospective five-level proficiency scale in AI-augmented textbook use methodology, designed to provide teachers and learners with operational benchmarks for a phase of classroom experimentation of this project. This is a general scale designed to serve as a basis for "interventional research" (i.e. focused on the local conditions of innovative intervention) to be conducted by teachers and learners in their "ordinary" classroom settings. Available also at:

https://www.researchgate.net/publication/407141499.

Version française: "Méthodologie d’utilisation des manuels augmentée par ia : une échelle de compétence", 2026f ou  https://www.researchgate.net/publication/406995419.