The article examines artificial intelligence as a pedagogical means of developing oral communicative competence in French as a foreign language (FLE) classes at university level. The study is based on recent research on AI-supported language learning, conversational generative AI, critical thinking in higher education, and public TED discussions by leading AI developers. The paper argues that AI can enrich FLE speaking practice through dialogic simulation, pronunciation feedback, role-play, intercultural scenarios and learner autonomy. At the same time, the use of AI must be methodologically controlled: students should not simply receive ready-made answers, but learn to question, compare, verify and reformulate AI output. Particular attention is paid to adaptation in the Uzbek higher education context, where collective learning traditions, respect for the teacher, multilingual competence and national digitalization priorities create both opportunities and risks. The article proposes a culturally responsive model of AI-assisted oral work that combines modern technologies with independent thinking, information-search skills and ethical academic behavior.
Artificial Intelligence as A Means of Developing Oral Communicative Competence in FLE Classes
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