Abstract:

This paper synthesizes a five-year research-informed trajectory (2020–2025) of coordinated teaching innovation projects at the University of Granada, grounded in the author’s doctoral research on assessing and developing linguistic competences in French as a Foreign Language (FFL). These initiatives share a common pedagogical vision: to foster learner autonomy, responsibility, and motivation through diagnostic assessment, personalized tutoring, and ICT-driven collaborative methodologies.

Early projects, Determination of French as a Foreign Language and Personalized Tutoring in the Acquisition of Linguistic Competences in the Bachelor’s Degree in French Studies (2020–2021) (http://hdl.handle.net/10481/68777) and Student Responsibility and Autonomy in Acquiring Linguistic Competences in French as a Foreign Language through European Level Assessment and Personalized Tutoring (2021–2022) (http://hdl.handle.net/10481/75003), implemented Common European Framework of Reference (CEFR)-aligned diagnostic tools such as DIALANG and individualized tutoring strategies to support progressive linguistic development in FFL in the Bachelor’s Degree in French Studies. These initiatives also promoted student reflection on learning processes and encouraged continuity in academic progress. A parallel research project explored self-assessment practices in teacher education (2020, PPJIA2020.07), reinforcing the link between innovation, research, and teacher training.

Subsequent projects, Digital Tools for Improving the Teaching-Learning Process of French as a Foreign Language through Collaborative Work (2022–2024) (https://hdl.handle.net/10481/92206) and Teaching-Learning of French as a Foreign Language through ICT-Based Collaborative Projects (2024–2025) (https://hdl.handle.net/10481/105831), modernized teaching through flipped classroom and project-based learning. Students worked individually and collaboratively to co-create digital resources (videos, glossaries, infographics) and published on an open-access platform (https://apoyouniversitariofle.com/). This approach fostered active student participation and strengthened digital literacy in language learning. Collaboration extended beyond students to include teacher coordination, ensuring consistency and quality in the final products.

Data were collected through diagnostic tests, self-assessment surveys, and qualitative feedback, analysed to measure linguistic progress, engagement, and autonomy. Results indicate improvement in student responsibility, collaborative skills, and motivation, alongside the production of innovative teaching materials. Students reported that personalized and collaborative tutoring strategies helped them reflect on their learning processes and increased their motivation to improve their FFL skills autonomously.

Together, these projects form a coherent, student-centred model of innovation in FFL education, aligned with the European Higher Education Area and the principles of the 2030 Agenda for Sustainable Development, particularly SDG 4 (Quality Education). They demonstrate how diagnostic assessment, personalized tutoring, and collaborative digital projects can empower learners in higher education.

Keywords:

French as a Foreign Language, CEFR, language assessment, personalised tutoring, learner autonomy, digital pedagogy, collaborative learning, teaching innovation, sustainable development goals, SDG 4, quality education.