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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Date
2018
Authors
Nkezabera, Dismas
Journal Title
Journal ISSN
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Publisher
Kenyatta University
Abstract
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.
Description
Soumise En Vertu Des Exigences Pour L'attribution Du Diplôme De Docteur En Philosophie En Didactique Du Français Langue Étrangère À L'école Des Sciences Humaines Et Sociales De L'université Kenyatta.
November, 2018