Trouver sa voix en anglais académique : apport et limites d’un assistant d’écriture basé sur l’IA

This paper reports on the integration of a generative AI conversational assistant—the GPT Writing Coach—into an Academic and Professional Writing course. Framed within a Scholarship of Teaching and Learning approach and based on Bandura’s concept of self-efficacy, the study explores how AI may support learners’ engagement, creativity, and the development of an authentic writing voice in a foreign-language context. A mixed-methods design was employed, combining pre- and post-course administration of the SAWSES scale with a qualitative analysis of student reflections collected through a peer- and self-assessment platform. Initial findings indicate notable shifts in how students perceive feedback and the writing process, while also raising important pedagogical and ethical considerations. These observations open avenues for deeper inquiry into the role and limits of generative AI in second-language academic writing.