Challenges and Opportunities of Virtual Classrooms for French Language Education in Nigeria: Implications for Teachers and Learners
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Date
2025
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Publisher
The Centre for Democracy, Research and Development on behalf of the African Society for Research on the Education of Adults (ASREA).
Abstract
The purpose of this chapter was to investigate the challenges and opportunities presented by
virtual classrooms for French language education in Nigeria, with particular emphasis on the
implications for both teachers and learners. The contention of the chapter is the global shift
towards virtual learning, accelerated by the COVID-19 pandemic, which has significantly
transformed educational delivery across disciplines, including foreign language instruction.
Drawing on sociocultural theory and connectivism as theoretical frameworks, the study
examines infrastructural, pedagogical, and attitudinal constraints that hinder effective online
instruction, such as limited digital literacy, unreliable internet access, and inadequate teacher
training. Conversely, it identifies emerging prospects including access to authentic
Francophone resources, flexible learning environments, and the enhancement of learner
autonomy and digital competencies. Through a critical review of recent literature and
contextual analysis, the study advocates policy-driven interventions to bridge the digital
divide and enhance teacher preparedness. It concludes that, with targeted investment in
digital infrastructure and inclusive training, virtual classrooms can serve as a viable and
transformative tool for advancing French language education in Nigeria.
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Keywords
Virtual learning, pandemic, foreign language, foreign language anxiety