Abstract:

Language learning is motivated by a variety of reasons, most often related to the need to communicate with people from other cultures, to enrich employment opportunities, to develop cognitive skills and for personal development. With self-determination theory as a theoretical foundation, through this study we wanted to investigate the existing relationships between the use of digital tools in the teaching-learning process and motivation for learning French languages in a university environment. Two tools were used. One of them investigates the motivation for learning French languages out of curiosity, preference for challenges, intrinsic motivation as well as extrinsic motivation. The second instrument measured the parameters that influence the use of digital tools during teaching activities. A cross-sectional study was conducted on a sample of 137 students who answered questionnaires on all variables. The results suggest that the frequent use of digital tools in teaching and learning makes the activity more attractive, creates a favourable learning climate, facilitates communication between students and encourages independent learning of French. Future studies could test whether these interventions could be a new practice in teaching.

Keywords:

Digital tools, language proficiency level, French as a foreign language.