Improving Reading Skills of Learners in FFL classes in the Digital Age: Pedagogical Strategies and Practices
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Published:
Dec 25, 2025
Keywords:
Digital technology, FFL classroom, ICT, Literary texts, Reading competence
Main Article Content
Abstract
This article investigates the dynamic relationship between digital technology and the development of learners’ reading competence, with a particular focus on the French as a Foreign Language (FFL) classroom. It evaluates current pedagogical practices and highlights the benefits that Information and Communication Technologies (ICT) offer in enhancing the teaching and learning of literary texts. The primary objective is to foster critical reflection on the integration of digital tools in FFL instruction, especially regarding their capacity to enrich student engagement with literature. The study draws on data collected through descriptive research using teacher questionnaires, aiming to assess the impact of ICT on both learner motivation and teaching effectiveness. The findings reveal persistent challenges but also point to actionable strategies for overcoming obstacles. This paper proposes practical solutions and pedagogical adjustments designed to improve learners’ reading proficiency and to counteract negative perceptions of literary texts as inaccessible or irrelevant.
Article Details
How to Cite
Beddiaf, S., & Zitouni, K. S. (2025). Improving Reading Skills of Learners in FFL classes in the Digital Age: Pedagogical Strategies and Practices . AL-Lisaniyyat, 31(2), 2-22. Retrieved from https://www.crstdla.dz/ojs/index.php/allj/article/view/756
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References
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• Basque, J. (2005). A reflection on the functions attributed to ICT in university teaching. International Journal of E-Learning and Distance Education, 2(1), 1–15.
• Benali, A. (2012). The teaching of literature in Algerian secondary education in the digital age. Le Français Aujourd’hui, (178), 115–132.
• Bouchardon, S., & Heck, G. (2012). Digital literature: An interactive form of writing. Communication & Langages, (173), 73–91. https://doi.org/10.4074/S0336150012003045
• Bouchardon, S. (2014). Digital reading. Paris: Presses Universitaires de France.
• Bouzid, A. (2015). Educational reform and digital technologies in Algeria. Al Manahil Journal, 8(1), 45–58.
• Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
• Giasson, J. (1998). Reading: From theory to practice (2nd ed.). Montréal: Chenelière/McGraw-Hill.
• Golden, C., & Gaonac’h, D. (1998). Understanding texts: Cognitive psychology of reading. Paris: Armand Colin.
• International Seminar on ICT and Education. (2005). The use of ICT in teaching and training: Feedback from experience [Conference presentation]. Algiers, Algeria.
• Kress, G. (2003). Literacy in the new media age. London: Routledge.
• Legros, D., & Crinon, J. (2002). Psychology of learning and multimedia. Paris: Armand Colin.
• Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2013). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 49(1), 37–59. https://doi.org/10.1002/rrq.85
• Livet, A., & Nivat, G. (2002). Reading literature: An introduction to text analysis. Paris: Hachette.
• Ministry of National Education (Algeria). (2000). French as a foreign language curricula: 1st, 2nd, and 3rd year AS. Algiers: Ministry of National Education.
• Ministry of National Education (Algeria). (2004). National strategy for the integration of ICT in the education system. Algiers: Ministry of National Education.
• Ministry of National Education (Algeria). (2006). Education development plan in the digital age. Algiers: Ministry of National Education.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Perriault\, J. (2002). La logique de l’usage: Essai sur les machines à communiquer (2nd ed.). Paris: Éditions de l’Aube.
• Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Routledge.
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
• Puentedura, R. R. (2006). Transformation, technology, and education. Retrieved from http://hippasus.com/resources/tte/
• Selwyn, N. (2012). Education and technology: Key issues and debates. London: Bloomsbury Academic.
• Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile-assisted language learning in familiar, authentic environments. British Journal of Educational Technology, 48(2), 653–671. https://doi.org/10.1111/bjet.12441
• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2013). ICT in education policy toolkit. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000222456
• World Bank. (2008). Algeria education sector report: Enhancing the knowledge economy (Report No. 43490-DZ). Washington, DC: World Bank. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/ 794891468742527974