Application of Technology-Enhanced Language Learning in French Instruction at Nigerian Federal Universities

Technology-enhanced language learning offers documented pedagogical advantages for foreign language acquisition, including authentic input access, self-paced practice, and multimodal skill development, yet the extent of its integration into French language instruction at Nigerian federal universities remains poorly documented. This study examines the current application of technology-enhanced language learning tools and platforms in French instruction at five Nigerian federal universities: University of Abuja, University of Calabar, Usmanu Danfodiyo University Sokoto, Federal University Oye-Ekiti, and University of Maiduguri. A mixed methods design combined structured questionnaires administered to 68 French faculty members with classroom observation in a sub-sample of 25 courses. Technology use was classified by tool type, pedagogical function, and integration level using the SAMR substitution-augmentation-modification-redefinition model. Results indicate low overall technology integration, with the majority of observed technology use at the substitution level, primarily projecting text-based materials. Interactive language learning platforms such as Duolingo and TV5Monde were used by fewer than 20% of faculty. Electricity supply instability, limited institutional Wi-Fi, and insufficient faculty digital pedagogy training were the primary barriers identified. The study recommends a federal university French technology integration framework, investment in offline-capable language learning resources, and systematic digital pedagogy professional development for French faculty. Keywords: technology-enhanced language learning, French instruction, Nigerian universities, digital pedagogy, SAMR model