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This experimental research is part of the field of writing didactics, aimed at exploring innovative solutions to the difficulties encountered by third-year undergraduate students in rewriting texts in French as a foreign language. Guided by the objective of assessing the impact of artificial intelligence on improving this fundamental skill, we conducted an experimental study focusing on the ChatGPT help tool and its influence on students' performance in textual rewriting. To this end, we formed two groups of students: the control group (G1), where students performed the writing tasks without benefit of any particular assistance, and the experimental group (G2), where students were given the opportunity to use ChatGPT for the writing tasks. We then analyzed, interpreted and discussed the results obtained.