The integration of multimedia in language teaching and learning has been a subject of interest to many educators in recent times, as research has shown its impact to be outstanding. In Ghana, French as a foreign language (FFL) is the only foreign language, aside English, which is taught from the early stages of the educational trajectory through to tertiary levels. Studies however confirm that very few of Ghana’s populace is fluent in French, despite the measures put in place. This study seeks to explore the use of audiovisual teaching and learning aids in the FFL classroom, whilst exposing the benefits of using videos to motivate FFL learners and develop their communicative competence. An exploratory study is conducted in 2 senior high schools in a Ghanaian suburb. Data is gathered using questionnaires, interview guides and a non-participant observation of an FFL lesson which integrates a video document as the main instructional material. Although the FFL teachers attest to sometimes using audiovisuals in class, we gather that the integration of videos in the FFL classrooms is almost nonexistent, given some challenges. Despite the setbacks, both teachers and students maintain that videos contribute greatly to motivating and enlivening language lessons. We recommend teachers to develop practical, creative and effective means of incorporating videos in the FFL classroom. Students are also encouraged to develop self-learning strategies which will drive their personal communicative development. Finally, the Ghana Education Service (GES) is encouraged to develop policies that actively integrate technology in teaching and learning of FFL.
Mensimah Thompson Kwaffo, Ashesi University, Ghana
Stream: Educational Technologies
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