Le Petit Chaperon rouge en classe de FLE : Confrontation des pratiques classiques et des productions de ChatGPT

This study aims to compare the activities in Charles Perrault’s fairy tale “Little Red Riding Hood” with those generated by ChatGPT based on the same tale in order to evaluate their usefulness in teaching French as a foreign language. The research adopts a qualitative approach based on document analysis and content analysis. The activities from the tale and those generated by ChatGPT based on the same tale were analyzed according to criteria such as appropriateness to the language level, linguistic accuracy, the diversity of activity types, basic language skills, a learner-centred approach, and cultural relevance. The results show that the tale includes four activities, whereas ChatGPT proposes five. The activities from the tale are generally appropriate for the A2 level and use language that is correct, clear, and easy to understand. The activities generated by ChatGPT are also, overall, appropriate for this level, but some words and expressions may require a more advanced level of language. ChatGPT offers a diversity of activities in terms of production and creativity, however, both types of activities present limitations in terms of interaction and the diversity of language skills. The activities from the tale mainly focus on reading comprehension, with limited attention to listening comprehension and only one writing activity. For their part, the activities generated by ChatGPT also rely on reading comprehension, but they place greater emphasis on written production and creativity. The activities generated by ChatGPT do not include any listening comprehension component probably due to the text-based nature of the model. No visual support that could facilitate learning or the completion of the activities is used in either type of activity. Furthermore, the activities from the tale are generally oriented toward a single correct answer, whereas those generated by ChatGPT offer more opportunities for learners to express their opinions and engage in creative production. From a cultural perspective, the activities from the tale remain faithful to the original context by contrast, those generated by ChatGPT may sometimes partially diverge from it in terms of content and cultural framework. In conclusion, ChatGPT constitutes a complementary tool for designing activities in French as a foreign language, particularly in terms of production and creativity. However, its limitations in terms of interaction, the diversity of language skills, and cultural adaptation require pedagogical guidance. Its use can therefore be integrated into a hybrid approach in which human interaction occupies a central place.

Cite this article as: Büyüksaraç, Z. (2026). Le Petit Chaperon rouge en classe de FLE : Confrontation des pratiques classiques et des productions de ChatGPT. HAYEF: Journal of Education, 23, 0086, doi:10.5152/hayef.2026.25086.