The Influence of Social Media in French on Language Learning Motivation Among Students at University of Lagos

The proliferation of French-language content on social media platforms has created informal language learning opportunities that extend significantly beyond the formal classroom, yet the motivational impact of social media French engagement on university learners in Nigeria has received minimal empirical attention. This study investigates the influence of French-language social media consumption on the language learning motivation of undergraduate French students at the University of Lagos. A mixed methods design combined an online questionnaire administered to 220 students with focus group discussions involving thirty purposively selected participants. The questionnaire measured social media usage patterns, content preferences, and motivational orientation using an adapted version of Dornyei's L2 motivational self system framework. Results show that 78% of respondents engaged with French-language content on Instagram, YouTube, TikTok, or Twitter at least three times per week, primarily through music, comedy, and news content. Students who engaged most frequently with French social media content recorded significantly higher ideal L2 self scores, suggesting that digital media exposure was contributing to the formation of aspirational French-speaking identities. However, engagement was predominantly passive rather than productive, with limited use of social media for interactive French practice. The study recommends that French instructors at the University of Lagos formally incorporate social media tasks, including content creation and peer commentary in French, into course designs to convert passive exposure into active engagement. Keywords: social media, French language, motivation, University of Lagos, L2 motivational self system