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.