Digital literacy and teaching and learning of french as a foreign language
A research team in educational science, language didactics, human and socia sciences, Higher Normal School of Tetouan, Abdelmalek Essaadi University, Morocco.
Research Article
World Journal of Advanced Engineering Technology and Sciences, 2024, 12(02), 841–852.
Article DOI: 10.30574/wjaets.2024.12.2.0343
Publication history:
Received on 05 July 2024; revised on 12 August 2024; accepted on 15 August 2024
Abstract:
This article examines the impact of digital literacy on the teaching and learning of French as a Foreign Language (FLE). By integrating digital technologies such as online platforms (Moodle), multimedia resources (TV5Monde), and mobile apps (Duolingo), teachers can diversify their teaching methods and create interactive learning environments. This transformation increases student engagement and improves language skills. However, unequal access to technology and the need for continuous teacher training pose significant challenges.
Case studies show positive results, such as at the University of Montreal where the use of Moodle improved students' language skills by 20%. My personal experience with fun games such as Kahoot! and Quizlet confirms these observations, increasing student motivation and participation. In conclusion, digital literacy enriches the teaching of French as a foreign language, but requires efforts to ensure equitable access and teacher training to maximize benefits for all learners.
Keywords:
Digital Literacy; Teaching French as a Foreign Language; Digital Technologies; Online Platforms; Multimedia Resources; Mobile Applications; Blended Learning; Collaborative Learning; Virtual Immersion; Educational Games; Interactive Environments
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Copyright information:
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0