Action-Oriented Approach with ICT in Teaching and Learning of French in Some Nigerian Universities

Abstract

Teaching and learning the French language in Nigeria can be an intriguing and, in most cases, difficult experience, especially without the use of an action-oriented approach and ICTs. Teaching the French language requires specific skills in order to stimulate the interest of the learner. This article seeks to explore the use of the action-oriented approach as a methodology and one hundred and fifty (150) questionnaires distributed to university students in Nigeria, to discover the importance and relevance of ICTs such as videoconferencing, zooming, webinar, google classroom, pre-recorded cable network, television, virtual classroom device, etc., and action-oriented approach. Due to the importance of the French language in Nigeria, the improved and continued use of an action-oriented approach and ICTs are important tasks for everyone. We discover that an action-oriented approach helps stimulate the teaching and learning of the French language, promotes rapid absorption and retention of memory. The researcher concludes that teaching and learning the French language can be remarkable using an action-oriented and ICT and thus encourages students to develop a greater interest in the subject.