Action-Oriented Approach with ICT in Teaching and Learning of French in Some Nigerian Universities
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Date
2021-03-17
Authors
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Journal ISSN
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Publisher
Department of Literature, Linguistics & Foreign Languages, Kenyatta University, Kenya
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.
Description
The teaching and learning of French language in Nigeria can be
onerous and sometimes laborious endeavors without the use of ICT and
action-oriented approach. Needles to remind us that, French language is a
foreign language in Nigeria; an Anglophone nation surrounded by
Francophone countries like Niger Republic in the North, Benin Republic in
the West, Cameroon in the East and Chad in the North-East.
Keywords
ICT, social actor, action-oriented, virtual classroom, zoom video conference
Citation
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.