2025/12/13 by Stevens Justice AVENYO
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #FOS: Languages and literature #French Language Learning Methods #Information Technology and Learning
paper · doi:10.60632/ziglobitha.n016.30.vol.2.2025
openalex publication_date 2025/12/13 · openalex created_date 2025/12/14 · openalex updated_date 2026/07/01
Abstract : This study investigates the challenges of interaction and engagement in French as a Foreign Language (FFL) classroom at All Nations University in Accra, Ghana. Against the backdrop of a curriculum aligned with the action-oriented approach of the Common European Framework of Reference for Languages (CEFR), the research aims to analyze the factors influencing learners' oral participation, examine teaching practices related to interaction and feedback, and explore the relationship between classroom climate and the development of interactional competence. Employing a quantitative descriptive methodology, data was collected via a Likert-scale questionnaire administered to a sample of 30 FFL students. The analysis of descriptive statistics (mean, standard deviation, skewness, kurtosis) reveals a significant paradox: while students report frequent opportunities for oral practice (Mean=3.50), their perceived confidence (Mean=2.64), progress in communicative effectiveness (Mean=2.27), and particularly in pronunciation (Mean=1.59) remain modest. Salient results highlight critical weaknesses in the qualitative aspects of pedagogical interaction, including infrequent and inconsistent teacher feedback (Mean=2.18), a pronounced lack of adaptation to diverse learner levels (Mean=1.55), and underutilization of diverse communication strategies (Mean=1.73) and authentic teaching aids (Mean=1.82). The study concludes that the primary challenge is not the quantity but the quality and pedagogical framing of oral interactions. To address this, the paper proposes three core recommendations: the systematic implementation of differentiated instruction and pedagogical scaffolding to meet varied proficiency levels; the establishment of a culture of varied, formative, and peer-driven feedback to foster improvement; and a strengthened emphasis on task-based learning anchored in real-world contexts and the consistent use of authentic multimedia resources to enhance practical application and learner motivation. These recommendations aim to bridge the gap between practice and meaningful progress in FFL oral communication. Keywords: Anxiety; Classroom Interaction; French Language; Oral Proficiency; Teaching