AVAILABILITY OF ELECTRONIC AND SOCIAL MEDIA RESOURCES IN TEACHING FRENCH LANGUAGE IN UNIVERSITIES IN SOUTHWEST, NIGERIA

• Bakare Bosede Elizabeth Ph.D.

  Ekiti State University

  Author

• Fredrick, David Tosin

  Author

This study examines the availability of electronic and social media resources for teaching French at universities in the Southwest of Nigeria. The purpose of this study is to examine the level of availability of electronic resources in the effective teaching of the French language in universities and the level of availability of social media resources in the effective teaching of the French language in universities. A descriptive research design was used. The study population comprised 2,282 French-language students at public universities in the Southwest of Nigeria. A total of five hundred (500) students were selected from 8 public universities in the Southwest, Nigeria. The research instrument used for this study was an inventory designed by the researcher, titled “Availability of Electronic and Social Media Resources Inventory” (AUESMRI). Face and content validity were used. The test-retest method was used to assess reliability. No significant difference was found in the availability of electronic and social media resources for effective French teaching between federal and state universities. It was recommended that university authorities and management invest in increasing the availability and adequacy of electronic and social media resources dedicated to the teaching of French. This may involve acquiring new tools, updating existing ones, and ensuring that the technological infrastructure supports effective utilisation in language instruction. Faculty members responsible for teaching French should undergo training and professional development programmes to enhance their skills in utilising electronic and social media resources effectively. This will ensure that educators are well-equipped to integrate these tools into their teaching methodologies. The French language curriculum should be updated to include a more comprehensive integration of electronic and social media resources. This could involve incorporating relevant digital content, interactive online exercises, and collaborative platforms that engage students in language learning beyond traditional classroom settings.

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