The Integration of Digital Tools in Foreign Language Teaching: Challenges and Prospects for Innovative Pedagogy

Abstract

The digital revolution has now become an undeniable reality, compelling educational systems and academic institutions to profoundly rethink their teaching practices. In foreign language education, the use of digital tools has become a methodological necessity, yet it raises numerous challenges, including teacher training, risks of cognitive overload, and unequal access to these resources. In this regard, Warschauer (2011, p. 33) argues that "technologies provide expanded access to linguistic resources and enable a more personalized approach to learning." However, their integration should not be limited to superficial use; it requires in-depth reflection on the practical modalities of their pedagogical implementation. From both a didactic and pedagogical perspective, this study aims to analyze the impact of digital tools more specifically, the Moodle platform—on the teaching and learning of French as a Foreign Language (FFL) in the Algerian university context. To this end, an empirical investigation was conducted among learners and instructors at two institutions: The University of Larbi Ben M’Hidi in Oum El Bouaghi and the Frères Mentouri University of Constantine 1. The objective is to assess the extent to which the integration of this digital learning environment influences pedagogical practices and language acquisition processes, while identifying potential challenges related to its implementation.