Exploring the integration of Information and Communication Technology for Education (ICTE) to improve learners listening skills in the teaching and learning of French in one Secondary school in Lesotho
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Date
2025
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Abstract
Information and Communication Technology for Education (ICTE) seems to revolutionise the
teaching and learning of foreign languages such as French in the current century by improving
quality teaching and learning. The purpose of this study was to explore the integration of ICTE to
improve learners’ listening skills in the teaching and learning of French as a Foreign Language
(FFL) in one secondary school in Lesotho. The study was underpinned by two theories of
technology: Technological Pedagogical Content Knowledge (TPACK) and Technology
Acceptance Model (TAM). The study was guided by the qualitative research approach employing
the critical paradigm. The research design was action research – under participatory action
research – conducted in three phases: diagnostic phase, transformative phase and reflective
phase. Two methods – focus group discussions and observations – were used to generate data.
One school in Maseru, Lesotho that offered FFL was selected and 15 Grade 11 learners of FFL
who were going to write DELF A1 (Diplôme d’Études en Langue Française) – translated as
(diploma in studying French language) French examination – participated in the study. Data was
analysed using thematic data analysis. The findings of this study revealed that consistent
integration of ICTE in the FFL classroom improves learners’ listening skills. Also, teaching
methods that incorporate ICTE improve learners’ language skills. The study recommends that the
government of Lesotho, through the Ministry of Education and Training, should provide schools
with language laboratories and other necessary infrastructure to support teaching and learning
through ICTE. In addition, the Basic Education ICT Policy 2024 should be fully implemented and
supported at school level with clear implementation strategies and a practical roadmap. The study
concludes that the FFL secondary curriculum should be localised in order to address the societal
and professional needs of learners.