Innovative Learning Partners: Using an AI chatbot for French Language Acquisition in Business Administration

370 Innovative Learning Partners: Using an AI chatbot for French Language Acquisition in Business Administration Thomas Tinnefeld Abstract: This chapter examines the innovative integration of AI chatbots, specifically focusing on Mizou, as a tool for French language acquisition among business administration students. Recognising the crucial role of learners’ technical language skills in global business environments, the study examines the advantages of employing chatbots for personalised and flexible learning experiences. These advantages include the provision of immediate feedback, the simulation of realistic business scenarios, and the delivery of tailored language support catering to individual student needs. The research hones in on the chatbot's interactive behavior with students learning about the nuances of the marketing mix in French, a key concept in business studies. Through the implementation of guided inquiry, scaffolding techniques to progressively build knowledge, and strategic bilingual communication, the chatbot facilitates vocabulary acquisition and the enhancement of conceptual understanding. A qualitative study, involving thirteen students at a German university of applied sciences, assesses the chatbot's multifaceted pedagogical approach. Findings highlight its potential to enhance students’ language skills, encourage their critical thinking and to prepare them for effective communication in diverse, global business environments. Keywords: Artificial Intelligence, chatbot, Mizou, French, methodology, marketing mix Zusammenfassung: In diesem Beitrag wird die innovative Integration von KI-Chatbots, insbesondere Mizou, als Instrument für den Erwerb des Französischen durch Studierende der Betriebswirtschaftslehre untersucht. In Anerkennung der entscheidenden Rolle der fachsprachlichen Kompetenz der Lernenden im globalen Geschäftsumfeld werden die Vorteile des Einsatzes von Chatbots für personalisierte und flexible Lernerfahrungen untersucht. Zu diesen Vorteilen gehören die Bereitstellung von sofortigem Feedback, die Simulation realistischer Geschäftsszenarien und die Bereitstellung maßgeschneiderter, auf die individuellen Bedürfnisse der Studierenden zugeschnittener sprachlicher Unterstützung. Die Untersuchung konzentriert sich auf das interaktive Verhalten des Chatbots mit Studierenden, die die Feinheiten des Marketing-Mix, eines Schlüsselkonzepts im Wirtschaftsstudium, auf Französisch lernen. Durch die Implementierung von geleitetem Lernen, Scaffolding-Techniken zum schrittweisen Aufbau von Wissen und strategischer bilingualer Kommunikation fördert der Chatbot den fachsprachlichen Wortschatzerwerb und die Verbesserung des konzeptionellen Verständnisses. In einer qualitativen Studie mit dreizehn Studierenden einer deutschen Zitiervorschlag: Tinnefeld, Thomas (2025): «Innovative Learning Partners: Using an AI chatbot for French Language Acquisition in Business Administration», in: Johnen, Thomas/ Rink-Neave, Thomas/ Wetzel, Emilia (eds.): . Zwickau: Westsächsische Hochschule Zwickau, Fakultät Angewandte Sprachen und Interkulturelle Kommunikation (ZwIKSprache; 8), 370-405. ISBN: 978-3-946409-12-0; DOI: https://doi.org/10.34806/9783946409120-m 371 Hochschule für Angewandte Wissenschaften wird der didaktische Ansatz des Chatbots analysiert. Die Ergebnisse unterstreichen sein Potenzial, die Sprachkompetenz der Studierenden zu verbessern, ihr kritisches Denken zu fördern und sie auf eine effektive Kommunikation in verschiedenen globalen Geschäftsumgebungen vorzubereiten. Schlagwörter: Künstliche Intelligenz, Chatbot, Mizou, Französisch, Fremdsprachendidaktik, Marketing-Mix Outline 1. Introduction 2. Learning A Language For Specific Purposes (Lsp) 2.1 Importance And Specificity 2.2 The Importance Of Mastering French In The Field Of Marketing 3. The Role Of Ai Chatbots In Language Learning 3.1 Overview Of Ai Chatbots 3.2 Advantages Of Using Chatbots In Language Learning 4. Application Of Ai Chatbots In Learning The Marketing Mix In French 4.1 Key Concepts Of The Marketing Mix 4.2 Chatbot Design For Vocabulary Acquisition In The Field Of Languages For Specific Purposes 5. Empirical Study 5.1 The Chatbot’s Behaviour 5.1.1 The Chatabot’s Teaching Methods And Strategies 5.1.2 Strategies For Extending Students’ Specific Vocabulary 5.2 Mizou’s Work On Student’s Learning Outcomes 5.2.1 Students’ Language Proficiency 5.2.2 Mastery Of The Marketing Mix 5.2.2.1 Mizou’s Work On Students’ Conceptual Understanding 5.2.2.2 Students’ Critical Thinking 5.3 Recommendations For Mizou’s Improvement 6. Challenges And Limitations 6.1 Technical Limitations 6.2 Ethical Considerations 7. Future Directions 7.1 Innovations In Ai Chatbots 7.2 Potential Research Areas 8. Conclusions 372 1 Introduction The integration of AI chatbots in French language acquisition within business administration presents a promising opportunity for learners and professionals alike. These chatbots leverage advanced technologies to facilitate real-time, personalised language learning experiences. This approach not only enhances linguistic proficiency but also prepares individuals for the demands of a globalised business environment. This chapter explores the key aspects of using AI chatbots, as exemplified by Mizou here, for this purpose. As AI chatbots provide immediate feedback, they allow users to practice conversational skills in a low-pressure environment. They can simulate actual (business) scenarios, enabling learners to apply language skills contextually (Constantin 2023). Chatbots can be accessed at any time, providing learners with the flexibility to practice at their convenience (Nze 2024). They can cater to various learning styles, adapting to individual needs and preferences (Mohan et al. 2023). AI chatbots can quickly generate multiple correct responses, enhancing the learning process through exposure to diverse language structures (Constantin 2023). They can also assist in translating business documents, bridging language barriers effectively (Mohan et al. 2023). Whereas AI chatbots offer significant advantages, there are concerns regarding their limitations in understanding nuanced language and cultural context, which are essential in business communication. These limitations will also be taken into account. With AI being in the focus here, it is obvious that this chapter is AIassisted. 373 2 Learning a Language for Specific Purposes (LSP) 2.1 Importance and Specificity Learning Languages for Specific Purposes (LSP) is crucial in today's globalised world, as it tailors language instruction to meet specific academic and professional needs. This approach enhances communication skills and equips learners with the specialised vocabulary necessary for their fields. The importance of LSP is underscored by its focus on practical application, making it distinct from general language education. The importance of LSP lies in: Professional relevance: LSP instruction is designed to address the specific linguistic requirements of various professions, such as law or business, ensuring that learners acquire relevant terminology and communication skills (Shalash 2024), and Market demand: The increasing emphasis on foreign language skills in the job market highlights the necessity for LSP training, as employers seek candidates with effective communication abilities in specialized contexts. The specificity of LSP should be enhanced by: Needs analyses: LSP curriculum development relies heavily on understanding the unique needs of learners, which informs the content and teaching methodologies used (Maci 2023), and 374 The use of authentic materials: Utilising concrete materials from specific industries enhances the learning experience, making it more applicable and engaging for students (Shalash 2024). Overall, the teaching of LSP is vital in preparing individuals for specific careers. 2.2 The Importance of Mastering French in the Field of Marketing Mastering French is increasingly vital in the field of marketing, particularly due to its role in facilitating international trade and enhancing communication in diverse markets. Proficiency in French not only opens doors to francophone markets but also provides a competitive edge in global business environments. The following points highlight the importance of mastering French in the field of marketing: French is an official language in 77 countries, promoting dialogue Mastery of French can lead to better negotiation outcomes and market integration, as linguistic skills foster trust and understanding among stakeholders. Courses like emphasise the importance of marketing strategies that incorporate language skills, preparing students for concrete applications (Reisinger 2021). 375 Understanding cultural nuances through language mastery can significantly improve branding and advertising campaigns, making them more effective in francophone regions (Reddy et al. 2023). In this context, it should be noted that while the benefits of mastering French in marketing are clear, it is important to recognise that English remains the dominant global business language. 3 The Role of AI Chatbots in Language Learning 3.1 Advantages of Using Chatbots in Language Learning AI chatbots, particularly those like ChatGPT, are increasingly being integrated into language learning environments, offering a range of benefits and challenges. These chatbots have been found to use natural language processing to enhance language acquisition by offering certain advantages: AI chatbots can facilitate individual language learning by providing customised input and feedback, which can enhance the effectiveness of language acquisition (Wang 2024). AI chatbots can offer tailored language support, enhancing writing skills and conversational capabilities by providing individual feedback AI chatbots can offer rapid feedback, which is crucial for language learners to correct errors and reinforce learning (Wang et al. 2024). AI chatbots enable personalised pacing, allowing learners to progress at their own speed, which can enhance retention and understanding (Cislowska/ Peña-Acuña 2024). They can simulate conversational practice, enhancing speaking and 376 The use of AI chatbots can lead to significant improvements in writing outcomes and feedback literacy among students, as they engage in interactive writing practices and personalised learning plans (e.g., Oktarina et al. 2024). The use of chatbots has been shown to decrease anxiety levels among learners, promoting a more relaxed and engaging learning atmosphere (Wang et al. 2024) due to their non-judgmental nature which encourages learners to practice without fear of making mistakes, thus possibly boosting their confidence and motivation. However, there are some concerns that could limit the potential functionality of AI chatbots: Emotionally, the lack of real human interaction and limited emotional involvement can be a significant challenge. Ethically, privacy issues and potential biases can worry potential users, who may ultimately refrain from using AI chatbots. A significant number of learners choose not to use AI chatbots, due to concerns about the limitations of each tool and a potential negative impact on language learning (Hellmich et al. 2024). Whereas AI chatbots present promising opportunities for language learning, it is crucial to also address the challenges they pose. By doing so, instructors can better integrate these tools into their courses, ensuring that they complement their traditional learning methods and enhance students’ overall educational experience. 377 4 Application of AI Chatbots in Learning the Marketing Mix in French 4.1 Key Concepts of the Marketing Mix The , which is used to illustrate Content and Language Integrated Learning (CLIL) learning, is a basic concept in marketing that encompasses various elements that are essential for achieving business goals. Traditionally, it consists of the 4 Ps: Product, Price, Place, and Promotion (e.g., van Waterschoot/ van den Bulte 1992). However, contemporary adaptations have expanded this framework to include additional elements, resulting in the 7 Ps: People, Process, and Physical n reflects the need for businesses to adapt to changing market dynamics and consumer expectations. The marketing mix includes the following traditional elements: Product: Focuses on the quality and features of the goods or services offered. Price: Involves setting competitive pricing based on product quality and market demand. Place: Refers to distribution channels that ensure product accessibility to consumers. Promotion: Encompasses marketing strategies that ethically communicate product benefits to consumers. These are the expanded elements of the marketing mix: People: Highlights the importance of customer service and staff interactions in enhancing customer experience. 378 Process: Involves the operational aspects that affect service delivery, ensuring efficiency and customer satisfaction. Physical Evidence: Refers to the tangible aspects that support service delivery, such as the environment in which services are provided. While the marketing mix is essential for driving sales and customer engagement, some argue that its rigid structure may not fully capture the complexities of modern marketing, necessitating a more flexible approach to adapt to rapid technological changes and consumer behavior shifts (Patiño Mazo 2024). 4.2 Chatbot Design for Vocabulary Acquisition in the Field of Languages for Specific Purposes The design of chatbots for vocabulary acquisition in Languages for Specific Purposes (LSP) generally has potential due to their interactive and personalised learning capabilities: The use of AI-driven chatbots can not only support vocabulary retention but also foster a deeper understanding of language use in specific contexts: Studies show that chatbots can improve both students’ receptive and productive vocabulary knowledge, with significant gains observed in experimental groups using AI tools compared to control groups (Silitonga/ Wiyaka/ Prastikawati 2024) (Zhang/ Huang 2024). Chatbots can facilitate incidental vocabulary learning, allowing students to acquire new words through contextual interactions rather than rote memorisation (Zhang/ Huang 2024). 385 préparé pour lancer et gérer avec succès votre crêperie. Bonne chance pour votre projet! The approaches used by Mizou are very effective in contextualising theoretical knowledge and making abstract concepts accessible. They can be seen as very helpful to students, as they present the underlying theory in a way that links it to practice, demonstrating its relevance to the business world and, in some cases, even to the students' future success should they ever wish to set up their own business. Adaptive feedback and iterative explanation: In her conversations with students,Mizou adapted explanations based on their responses and employed iterative feedback: Ramuel requested event more details ( ) about omnichannel strategies in the element, prompting iterative elaboration: Mizou: En somme, la Place dans le marketing mix est cruciale pour assurer une distribution efficace et répondre aux besoins des consommateurs. Vous avez d'autres questions à ce sujet, Rainer? Ramuel: Encore plus Mizou: La Place dans le marketing mix est également liée à la stratégie de distribution omnicanale, où les entreprises utilisent à la fois les canaux physiques et numériques pour atteindre les clients. Cela peut inclure la vente en ligne, les magasins physiques, les applications mobiles, les partenariats avec des revendeurs, etc. 386 Lara received both closed and open questions, followed by positive reinforcement (e.g., “That's an excellent idea!”) that encouraged further discussion: Mizou: Penses-tu qu'ils devraient collaborer avec des influenceurs ou des blogueurs pour amplifier leur présence en ligne? Lara: Oui parce que ils fait des biens vidéos et ils ont une grande chiffre des Abonnements. Mizou: C'est une excellente idée! En collaborant avec des influenceurs et des blogueurs qui partagent leurs valeurs et leur public cible, cette entreprise de jus de fruits bio pourrait bénéficier d'une plus grande visibilité et d'une crédibilité accrue. Mizou's adaptive feedback can be viewed as very beneficial for students and their general comprehension of the marketing mix. Task-based and career contextualisation: In some cases, Mizou integrated practical assignments and contextual discussions that linked marketing theory to career applications: Sandyboy designed concrete strategies, applying the marketing mix to a crêperie business plan: Sandyboy: ou est le meilleur endroit pour ouvrir une crêperie Mizou: Le choix de l'emplacement pour votre crêperie est crucial pour son succès. Les zones fréquentées par les piétons, les quartiers animés, les zones touristiques ou les centres commerciaux peuvent être d'excellents endroits pour ouvrir une crêperie. Assurez-vous de réaliser une étude de 387 marché pour comprendre les habitudes de consommation, la concurrence locale et le potentiel de clientèle de chaque emplacement avant de prendre votre décision finale. Sandyboy: et quelle ville (France ou Allemagne) serait idéale? Mizou: Le choix entre la France et l'Allemagne dépend de plusieurs facteurs tels que votre public cible, vos compétences linguistiques et votre connaissance du marché local. Ramuel, himself a logistics student, linked the element to careerrelated discussions involving logistics experts and salary factors: Ramuel: Il'y a des experts que dans se sujet? Mizou: Oui, il existe des experts en logistique et distribution qui se spécialisent dans la gestion efficace des canaux de distribution, de la gestion des stocks, de la chaîne d'approvisionnement et de la logistique de transport. Ramuel: Quel est leur salaire? Mizou: Les salaires des experts en logistique peuvent varier en fonction de divers facteurs tels que l'expérience, le niveau de formation, le secteur d'activité, la taille de l'entreprise et la localisation géographique. En général, les salaires peuvent aller de débutants à confirmés, en fonction des responsabilités et du niveau de séniorité. 388 These contextualisations are highly effective in linking theoretical concepts with practical and professional applications, and in showing students how and to what extent mastery of such concepts can be relevant to their future careers. They are therefore highly motivating. Error tolerance versus correction: Mizou often overlooked minor grammatical or lexical errors during the discussions. This was true for Cleo’s and Lea’s typos (for ) or (for ), for example, or Stefan’s informal expression (for ). Correcting (minor) language mistakes, however, was Mizou's task, as defined in the prompt she was given. The chatbot followed the prompt perfectly. Mizou's behaviour shows how reliably the chatbot usually reacts to the prompts given to it, and also how important the prompts are for its proper functioning, as is always the case when interacting with AI. Mizou's behaviour can be summarised in this table, which also systematises the way she reacted to individual students: Teaching Methods & Strategies Key Examples Effectiveness Student Guided Inquiry Scaffolding Bilingual Code-Switching Mizou answered questions “Quels types de promotion existe-t-il ?” M. provided detailed SWOT examples. M. mixed French with English terminology. High in inquiry and code-switching Moderate in scaffolding Cece Socratic Questioning Framework Expansion M. asked questions “Comment une entreprise Moderate for questioning Elena 389 Conceptual Application adapte-t-elle son produit ?” M. explained 4P vs. 7P. M. linked theory to profitability. High for framework expansion Guided Inquiry Contextual Anchoring Step-by-Step Progression Adaptive Feedback M. invited brainstorming. M. used interest in “robes” as an anchor. M. systematically introduced each P. M. adjusted explanations to brief responses. Partial engagement High contextual anchoring Moderate overall due to passivity Emma Guided Inquiry Case Study Method Realistic Application Open-Ended Explanation M. asked questions like “Comment sont-ils liés ?”. M. employed luxury / fast food examples. M. linked the 4Ps to technology / globalization. M. explained benefits for business success. High engagement and inquiry Very effective case study and application Lisa Socratic Questioning Positive Reinforcement Case Study Illustration Conceptual Scaffolding M. asked “Pourquoi le marketing mix est-il important ?” M. provided praise. M. used a smartphone example for the 4Ps. M. linked placement to accessibility. High in questioning and reinforcement Moderate in application Lucy Scaffolding Contextual Learning Formative Assessment Adaptive Feedback M. transitioned from 4P to 7P on inquiry. M. used industry-specific examples (hotels, consulting. M. asked “Qu’est-ce que tu trouves le plus intéressant ? M. adjusted repetition. Successful scaffolding and high contextual learning Partial formative assessment Mareike Repetitive Scaffolding Example-Based Reinforcement Bilingual Flexibility M. repeated the 4Ps framework. M. illustrated with smartphone launch and Consistently effective reinforcement and clarity Nelly 390 organic coffee shop case studies. M. switched seamlessly between French and English. Guided Discovery Scaffolded Transitions Error Tolerance Task-Based Learning M. inquired “Quels types de promotions sont efficaces ?” M. linked theory to a business plan. M. designed recipes and pricing tasks. High in guided discovery and task application Moderate in transition Sandyboy Scaffolding Strategy mixed Questioning (Closed and Open) Reinforcement Methods M. introduced basics to extended 7Ps. M. used a case study (organic juice producer). M. employed closed, then open questions. M. provided positive feedback. Clear progression Effective in fostering critical thinking Lara Socratic Questioning Case-Based Learning Theoretical Linking Error Tolerance M. asked “Comment une entreprise ajusterait son Produit ?” M. used a cosmetic company example. M. linked strategic positioning. High in questioning and case-based learning Moderate in theoretical linking Low in error correction Peter Iterative Explanation Career Contextualisation Boundary Setting M. expanded on with omnichannel strategies M. discussed logistics roles and salary factors. M. redirected salary inquiries. High for iterative explanations Moderate in career context Neutral in boundary setting Ramuel Structured Progression ExampleDriven Learning M. systematically introduced each marketing mix element. M. related concepts to personal interests (computers, BMW case study) Clear and contextualized Limited critical engagement Samuel Table 1: Mizou’s Teaching Methods and Strategies ( = ) 391 5.1.2 Strategies for Extending Students’ Specific Vocabulary Mizou’s strategy for extending students’ specific vocabulary in the realm of business English and the marketing mix was both systematic and multilayered, built on a foundation of bilingual reinforcement, contextual embedding, and iterative term clarification. Central to this approach was the deliberate introduction of key terminology in French, immediately followed by its English equivalent. For example, the core elements of the marketing mix – and – were first presented in French and then directly aligned with the English terms and . This deliberate pairing not only established a solid conceptual base but also ensured that learners could readily navigate between the two languages. A key element of Mizou’s methodology was bilingual code-switching, which was employed not as a mere add-on but as an integrated instructional tool. When discussing nuanced strategies, such as the differentiation between and (Cece), Mizou explained the concept in French while seamlessly incorporating the English terminology. This method reinforced the practical application of business English vocabulary by exposing learners to common industry expressions like , , and within an authentic linguistic context. Mizou further enhanced vocabulary acquisition by embedding technical terms in domain-specific contexts. Terms such as , and were not only introduced with explicit definitions but were also situated within broader discussions about digital personalisation and market segmentation. This contextualisation allowed learners to see how 392 abstract concepts translate into practical strategies, thus deepening their understanding and retention of the vocabulary. Another vital aspect of Mizou’s strategy was the explicit clarification of framework distinctions. When exploring the scope of the marketing mix, Mizou contrasted the traditional 4P model with its extended version – the 7P model – which includes additional elements like and . This comparison was articulated through clear explanations that differentiated between product-oriented and serviceoriented contexts. By doing so, Mizou reinforced the relevance of each term and highlighted their interconnectedness in various business scenarios, such as those seen in industries ranging from hospitality to consulting. The use of grounded examples further anchored vocabulary learning in practice. Mizou frequently drew on concrete cases – such as a smartphone launch to illustrate pricing strategies, or the use of online versus physical distribution channels to explain the concept of – to contextualise abstract terms. This strategy not only demystified complex ideas but also demonstrated the dynamic application of vocabulary in modern business environments. Moreover, Mizou employed a sequential, task-based approach that started with foundational definitions and gradually introduced more complex, field-specific vocabulary. For instance, after establishing the basic 4P framework, Mizou progressively layered additional concepts, such as the linkage between and , and explained digital distribution channels through examples like online sales and mobile applications. This method of definition layering ensured that learners were 393 repeatedly exposed to key terms in increasingly sophisticated contexts, thus solidifying their mastery over time. In summary, Mizou’s approach to extending specific vocabulary was characterized by its systematic integration of bilingual reinforcement, explicit term definition, and contextual embedding. By coupling these strategies with iterative reinforcement through concrete examples and progressive complexity, Mizou not only broadened learners’ business English lexicon but also equipped them with the linguistic tools necessary to engage with sophisticated marketing concepts in a global business context. 5.2 Mizou’s Work on Student’s Learning Outcomes 5.2.1 Students’ Language Proficiency Mizou’s approach to improving students’ business English proficiency was characterised by a systematic integration of domain-specific vocabulary, bilingual code-switching, and contextual reinforcement among students (e.g., Cleo, Leni, Lea, Stefan, Simon, Lilly, Mara, and Laura). The strategies employed were designed to embed technical terminology within authentic marketing discussions, enabling students (such as Cleo and Leni) to progressively enhance both their lexical repertoire and syntactic complexity. The strategies that could be documented are the following: Integration of domain-specific terminology: Mizou consistently reinforced key business English terms such as , , and . For example, in her interactions with Cleo, technical terms were introduced and used 394 appropriately. Similarly, Leni demonstrated her competence with terms like “ ” and “ ”. Bilingual code-switching: By interweaving French explanations with English loanwords, Mizou enabled students (like Cleo, Leni, and Lea) to navigate between both languages effectively. In discussions on promotion strategies, the chatbot explained in French while incorporating terms such as and , thereby reinforcing business English fluency. This method appeared clearly in Lea’s exchanges, where English terms (e.g., , ) were naturally embedded in French discourse. Contextual and realistic embedding of vocabulary: The chatbot anchored technical terms to realistic contexts, enhancing comprehension and retention for students (such as Lilly and Mara. For example, terms like were linked to logistics and distribution channels, while advanced concepts such as and were discussed in relation to globalisation and technology. This method benefitted learners (like Lilly and Mara), who gradually demonstrated increased syntactic complexity in their language. Promotion of advanced discourse through inquiry: Mizou encouraged complex questioning and logical reasoning, prompting students (such as Stefan and Laura) to formulate sophisticated inquiries regarding marketing strategy and social media influence. This strategy fostered higher-order language use and critical engagement. 401 a more varied and interactive learning environment, ensuring that discussions remain stimulating. Finally, to bridge the gap between theory and practical application, Mizou should integrate research-skills guidance and industry-specific terminology. Teaching learners how to find and interpret market data (e.g., via platforms like Pôle Emploi or Glassdoor) to connect theory with practice and introducing role-specific vocabulary (e.g., , ) as well as targeted exercises that develop industry-specific vocabulary and critical analysis (e.g., role-play scenarios where a student defends a pricing strategy) would enhance students’ career readiness and deepen the practical relevance of the content. In summary, by refining corrective feedback, integrating visual and interactive resources, expanding the use of case studies, fostering active participation, diversifying interaction techniques, and strengthening research and industry-specific guidance, Mizou could significantly enhance her pedagogical effectiveness in delivering the marketing mix. These targeted improvements would not only bolster learners’ understanding but also encourage the development of critical thinking skills necessary for success in business administration. 6 Conclusion In the present study, Mizou’s performance revealed both challenges and strengths in delivering integrated content and language instruction on the marketing mix. On the negative side, some areas could be improved. Mizou’s over-reliance on theoretical explanations limited opportunities for learners to apply concepts in practical, authentic contexts. The use of 402 multimodal resources, such as infographics or dynamic diagrams that could illustrate frameworks like SWOT analysis or the comparison of 4P versus 7P models, would improve the potential for deep engagement and critical analysis. Despite these shortcomings, Mizou had notable strengths that provided a solid foundation for teaching business English and the marketing mix. She successfully integrated bilingual scaffolding, case studies, and adaptive explanations to contextualise abstract concepts, enabling learners to internalise technical terms like and . Through targeted questions and relevant examples – such as smartphone pricing strategies and case studies – Mizou guided learners in transitioning from basic understanding to more sophisticated analytical thinking. This approach had the potential not only to develop students' vocabulary and conceptual mastery, but also to enhance their overall strategic literacy. Additionnally, Mizou's ability to promote interactive learning was evident in her use of guided inquiry and open-ended questions to stimulate students' critical thinking. By creating contextualised discussions that encouraged the transfer of knowledge to practical scenarios, Mizou helped learners develop their practical competence. Her seamless integration of French and English enhanced students' mastery of technical vocabulary while maintaining clarity, and her interest-driven pedagogy, tailored to specific subject areas, fostered both linguistic precision and conceptual understanding. The findings presented in this study are deliberately presented in the past tense rather than the present tense to emphasise their specificity to the interactions between the students and Mizou. This choice reflects the specific role that the prompts provided to Mizou played in determining the 403 effectiveness – or, in some instances, the limitations – of the chatbot in enhancing student learning. However, the potential for these findings to be generalised may be greater than initially perceived. This is evident in two key respects: Firstly, interactions involving Mizou with students on other language-focused or CLIL topics may lead to comparable results. Secondly, Mizou, while primarily designed for educators, is not the only chatbot available for this purpose; it is one among many, including ChatGPT, Claude, Monica, Perplexity, and other general-purpose AI platforms that are accessible to a wider audience and may not be specifically tailored for pedagogical use. This indicates that the opportunities for learners, whether they are high school or university students, or independent learners outside traditional classroom settings, identified in this study are fundamentally limitless. In conclusion, Mizou’s strengths in integrating content and language can create a promising foundation for innovative learning. In principle, Mizou (like other chatbots like the ones mentioned above) has the potential to transform challenges into opportunities for deeper, more active learning. 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Zwickau Westsächsische Hochschule Zwickau, Fakultät Angewandte Sprachen und Interkulturelle Kommunikation 2025 ISBN: 978-3-946409-12-0 DOI: 10.34806/9783946409120 4 Inhaltsverzeichnis …………………..……………………………………………… 4 Tabula Gratulatoria …………………………….…………………………………. 7 Fachkommunikation und (Fach-)Sprachendidaktik dans tous les sens: eine Auswahlbibliographie der Publikationen von Ines-Andrea Busch-Lauer Kompilation: Thomas Johnen ………………………………………………………………………. 13 Ein akademisches Leben für die Exzellenz und internationale Vernetzung der WHZ: Ein Wort vorab zur Festschrift für InesAndrea Busch-Lauer Thomas Johnen, Thomas Rink-Neave, Emilia Wetzel .……..…………….. 38 Hommage Nadine Rentel ………………………………………………………..…………………… 49 Teil 1: Fachsprachen und Fachkommunikation Ines und die Eisenbahn Martin Bauch ……………………………………………………………..………………………………. 52 Eisenbahn-Lektionen: Ein Streiflicht auf 6 Jahre Kooperation zwischen der Westsächsischen Hochschule und der Länderbahn GmbH, Neumark (2019 – 2025) Thomas Edeling / Michaela Rusch ………………………………………………………………… 55 5 Fachsprache im Kontext – Fallstudie einer DeutschFranzösischen Eheschließung Doris Fetscher …………………………………………………………………………………………. 76 „ ” – Formelhaftigkeit und Kreativität in Square-Dance-Calls Sabine Fiedler ………………………………………………………………………………………… 117 : Zur Terminologisierung eines nicht-fachsprachlichen Neologismus in der theologischen Fachsprache des 21. Jahrhunderts und die Problematik seiner Übersetzung am Beispiel von und Thomas Johnen ……………………………………………………………………………………… 133 Teil 2: Wissenschaftsund Wirtschaftskommunikation und : Kommunikation über Wissen und Wissenschaft zwischen Frankreich, England und Deutschland im 18. Jahrhundert am Beispiel von Mscr.Dresd.k.276.g. Ralf Christoph ………………………………………………………………………………………… 226 Vermittlung von Wissen oder Popularisierung von Einsichten – Erklärungstiefe in Beispielen von OnlineGesundheitskommunikation Jan Engberg …………………………………………………………………………………………….. 250 6 Die Kundenkommunikation von Fluggesellschaften in den sozialen Medien im interkulturellen Vergleich: Das Beispiel der Facebookseiten von Air France und Austrian Airlines Nadine Rentel ……………………………………………………………………………………….. 270 Teil 3: Innovative Ansätze zur Fremdsprachendidaktik Handlungsorientierte Fremdsprachendidaktik: Überlegungen zu Inhaltsverzeichnissen in DaF-Lehrwerken Liliia Bezugla ……………………………………………………………………………………….. 305 Empirische Studien in studentischen Abschlussarbeiten im Studienfach DaF/Z – Exemplarische Analyse typischer Fehler und (hochschul-)didaktische Empfehlungen Almut Ketzer-Nöltge / Dorothea Spaniel-Weise ………………………………………. 327 Der DaF-Unterricht in der Ukraine: Probleme und Perspektiven Alla Paslawska …………………………………………………………………………………… 357 Innovative Learning Partners: Using an AI chatbot for French Language Acquisition in Business Administration Thomas Tinnefeld ………………………………………………………………………………. 370 Zu den Autorinnen und Autoren dieses Bandes ……….……. 406 Zwickauer Forum Interkulturelle Kommunikation und Sprache (ISSN 2700-5968) http://www.fh-zwickau.de/zwiksprache Nr. 1: Sabine Dieng-Weiß (2019): ISBN: 978-3-946409-03-8; DOI: https://doi.og/10.34806/q7yr-7c44 https://d-nb.info/1210446189/34 Resumen en español. Nr. 2: Julia Gelinski (2019): . ISBN: 978-3-946409-01-4; DOI: https://doi.org/10.34806/rfv9-b177 http://d-nb.info/1216496854/34 Resumen en español. Nr. 3: Thomas Johnen (2019): . ISBN: 978-3-946409-02-1; DOI: https://doi.org/10.34806/19wq-t276 https://d-nb.info/1210449269/34 Resumo em português. Nr. 4 Bao Trang Ngo (2021): ISBN: 978-3-946409-05-02; DOI: https://doi.org/10.34806/x4gd-gm78 https://d-nb.info/123599273X/34 Nr. 5 Thomas Johnen/ Christopher Mattern/ Jasmin Wunderlich (red.) (2023):