Artificial Intelligence and the Linguistic Standardization of Academic Writing: The Case of First-Year Undergraduate Students of French at the University of Annaba

Abstract

This article analyzes the influence of artificial intelligence tools on university students’ academic writing practices, based on a survey conducted among first-year undergraduate students of French at the University of Annaba. Drawing on a dual methodological approach combining a questionnaire and the analysis of a corpus of written productions, the study highlights a tendency toward linguistic standardization in texts written or improved with the help of AI. The results show that these tools contribute to improving grammatical accuracy, clarity, and text organization, but they may also weaken stylistic originality and reduce markers of personal expression. The article therefore emphasizes the importance of thoughtful pedagogical guidance, enabling students to use artificial intelligence as a support tool for writing without compromising their writing autonomy or discursive individuality.