Facilitation virtuelle pour l'apprentissage du français : Une intervention aux défis de la pandémie de la Covid-19

Abstract

The COVID-19 pandemic has disrupted education, requiring innovative methods to maintain learning. However, concerns have arisen regarding the competence of digital facilitators. This study addresses this gap by examining the contributions of virtual facilitators to French language learning during the COVID-19 crisis. The objective is to assess learners' perceptions of facilitator competence and its impact on language acquisition. The study is based on the French Village in Nigeria, Badagry, using a mixed approach with surveys and interviews. The results show a strong consensus, with over 95% recognizing the credibility of the facilitators. More than 85% are satisfied with the consistency of online courses, and 57% emphasize the role of facilitators in promoting critical thinking. In conclusion, this research highlights the importance of virtual facilitation for language education during COVID-19, with high satisfaction indicators. It demonstrates the adaptability of virtual strategies to overcome pandemic-related obstacles. Based on these findings, it is recommended that institutions continue to integrate virtual facilitation even after the pandemic, providing comprehensive training for facilitators to enhance online instruction. This study informs discussions on distance language education, offering practical implications for optimizing virtual facilitation strategies in similar contexts.