ABSTRACT
The digital transformation of education presents both challenges and opportunities for teaching French as a Foreign Language (FFL). Traditional pedagogical models centered on grammar instruction, rote memorization, and print-based materials are increasingly incompatible with the dynamic, multimodal expectations of 21st-century learners. This explores innovative approaches to FFL instruction that leverage digital tools to foster interactive pedagogy, learner engagement, and communicative competence. Grounded in current research on language acquisition, educational technology, and constructivist pedagogy, this highlights how digital media can enhance the teaching and learning of French through interactivity, personalization, and immersion. Key strategies examined include the integration of virtual learning environments (VLEs), mobile applications, gamified learning platforms, and authentic multimedia content (e.g., podcasts, online videos, digital storytelling). These tools enable students to practice listening, speaking, reading, and writing in ways that are context-rich and learner-centered while fostering autonomy and motivation. This also investigates collaborative learning models, such as online discussion forums, language exchange platforms, and project-based tasks using digital tools like Padlet or Google Workspace. Particular attention is paid to the pedagogical benefits of real-time feedback, adaptive learning systems, and cultural immersion through virtual exchange programs and interactive simulations. In addition to outlining technological tools, this emphasizes the importance of pedagogical design not merely digitizing content but rethinking instructional strategies to support learner interaction, critical thinking, and language application in authentic contexts. It also addresses the digital divide, emphasizing the need for inclusive practices that consider varying levels of technological access and digital literacy. Ultimately, this advocates for a paradigm shift toward interactive, multimodal, and inclusive pedagogies in FFL education, arguing that digital innovation, when aligned with sound instructional principles, can significantly enrich language learning outcomes in diverse educational contexts.
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