Problématique De L’intégration Des Tic Dans La Didactique Du Fle Au Kenya: Le Cas Des Centres De Ressources Pour Le Français
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This thesis focuses on the issue of the ICT integration in the teaching and learning of French as a Foreign Language (FFL) in Kenya: the case of Resource Centers for French (RCF). It is designed to find answers to the following questions: what are the obstacles faced by learners in their learning of French mediated by new technologies? What are the challenges faced by teachers in their teaching of French using the RCF digital tools? What are the restraints to the integration of ICT in learning and teaching practices related to this device? Does the RCF device have any impact on FFL learners and teachers? In order to propose practical solutions, a field based survey was conducted by way of two sets of questionnaires, one administered to eighty-five high school students and fortyfive third-year undergraduate students, and the other to six secondary school teachers and nine university lecturers who spoke about their learning and teaching experiences and practices aided by the French Resources Centres. The data collected was thematically analysed using Collin and Karsenti's (2013) theoretical model for integrating technology in education and presented in tables and graphs by help of the Statistical Package for the Social Software (SPSS). Overall, the results obtained showed that although learners and teachers have wide access to the resources available at the CRF facilities, the frequency and versatility of the use of ICT tools, involvement of school leadership, teachers training and their techno-pedagogical skills remain the major obstacles to the optimal use of the resource centers for French as well as integration of ICT in the learning and teaching of FFL in Kenya. This research recommends a number of measures that would go a long way in reversing this trend for the better. It is hoped that these findings and recommendations will be useful not only to learners and teachers of FFL, but also to policy makers, education partners, institutions involved in teacher training, researchers and other stakeholders in the area of French didactics in Kenya. Key words: ICT integration, teaching/learning practices, teaching/learning of FFL, Resource Centres for French.