The Impact of New Technologies on Engagements of Students Learning French as a Foreign Language: The Case of Alliance Ethio-Française, Addis Abeba
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Date
2024-06
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Addis Ababa University
Abstract
This study examined the impact of emerging technologies on learner engagement in French as a Foreign Language (FLE) instruction at the Alliance Éthio-Française in Addis-Abeba. A mixed research approach was employed, combining a questionnaire and qualitative observation to collect data from 187 participants. The participants were recruited from FLE learners at the Alliance Éthio-Française in Addis-Abeba, spanning levels A1 to B2 according to the Common European Framework of Reference for Languages. A questionnaire was utilized to gather information on learners' technology usage practices, including mobile apps, social networks, and translation software, as well as their perceived impact on learner engagement. Observations were conducted during learning sessions and through social media platforms to gather insights into learners' behavioral patterns when utilizing these technologies. The results revealed a statistically significant and positive correlation between the use of new technologies and learner engagement. In contrast, no significant correlation was found between artificial intelligence and learner engagement. These findings suggest that educators and educational policymakers should explore innovative ways to integrate emerging technologies into their pedagogical practices in order to enhance learner engagement. It is also crucial to note that teachers should receive training on effective technology integration and adapt their instruction accordingly. Finally, it is essential to consider cultural and linguistic differences among learners when introducing emerging technologies to ensure an inclusive and effective integration into the learning process.