The advent of artificial intelligence (AI) chatbots, such as the Gemini chatbot, in language education heralds a transformative era in pedagogical methodologies. This paper delineates an educational framework that integrates AI chatbots into Ancient Greek Language and Literature curricula, underscoring their pivotal role in augmenting linguistic competencies and fostering cooperative learning environments. It outlines the capabilities of AI chatbots, which utilize machine learning and natural language processing to emulate interactive human dialogue, with the Gemini chatbot being a prime example developed specifically to aid in language acquisition and comprehension.

The core of this educational proposal presents a novel teaching strategy that divides students into four cohorts, each tasked with text composition. These thematic assignments are designed to promote cross-disciplinary engagement and facilitate substantive discussions, with the chatbot's interaction serving as a crucial component of the educational experience. The development of rubrics for class-wide evaluation is a collaborative effort, with the discussion among students shaping the criteria for assessing their work and establishing peer review mechanisms. In the group work phase, students collaborate to craft presentations, during which the chatbot provides support in generating content and refining language use. Subsequently, the presentations are showcased to the entire class, allowing for peer evaluation and feedback that contribute to the ongoing enhancement of student output. Through interactions with chatbots, students (especially those facing linguistic and learning difficulties) can develop and enhance comprehension and production skills in both written and spoken language, thus benefiting from inclusive teaching strategies. Chatbots understand the meaning of questions and personalized feedback mechanisms enhance problem-solving and prompt rephrasing. By fostering abstract thinking during interaction with the machine and emphasizing creative thinking when utilizing the generated output, this teaching proposal aims to encourage experimentation within the educational community in the emerging field of AI chatbots.

The article concludes by reflecting on the significant benefits of incorporating AI chatbots into the learning process. It posits that such integration not only enriches language learning experiences but also cultivates student involvement through collaborative learning and individualized feedback. This proposal advocates for future research to investigate the effects of chatbot interaction on language proficiency and student motivation. In essence, the implementation of the Gemini chatbot within language education presents a plethora of innovative opportunities for engaging students, personalizing the learning journey, advancing collaborative assessment and potentially reshaping the landscape of language education with AI-driven solutions.

Keywords: AI chatbots, Language skills, Collaborative learning, Personalized feedback, Inclusion.