There is a large emphasis on the digital transformation of education, and the use of generative artificial intelligence (GenAI) is currently at the forefront of many of the discussions about how digital technologies can support learning and teaching. While there is significant caution around the use of GenAI in education, tools based on artificial intelligence such as Google Translate and grammatical tools in word-processing have been used by students and educators for many years, especially in foreign language education. These tools have existed in a rudimentary form for quite some time and are a tool that is underpinned by some form of artificial intelligence (AI) that aims to simulate a conversation or complete a specific task, whereas GenAI is often focused on a dialogue generating new content. With the emergence of new large language models (LLMs), GenAI now has the potential to engage students in more relevant, natural and grammatically correct conversations and provide them with detailed feedback.

As the capabilities of GenAI enhanced tools continue to grow and become normalised in the lives of students in and out of the classroom, there is a need to focus on how students engage with these tools and view their potential in supporting them in and out of the classroom. The study reported on in this paper has been conducted in a French language classroom at a Norwegian high school with students between the ages of 16 and 18 who have been exposed to the use of GenAi as the teacher promoted self-efficacy in the classroom. The paper presents the findings of an exploratory research study that explores students' attitudes and behaviours regarding generative AI tools in their French language classroom, with a focus on formative assessment. It examines the frequency and location of AI tool use, highlighting that most students use these tools on their own initiative for tasks such as grammar checks, translation, finding information, and generating ideas. The research also reveals students' perceived benefits and concerns, their trust in AI output, and their strategies for verifying information. Furthermore, it covers how AI impacts their learning processes and feedback, along with their ethical considerations surrounding AI use and their expectations within the classroom.

Keywords: GenAI, language education, self-efficacy, attitudes, digital technologies, student learning.