1. SOFIEN MNADLA - Higher Institute of Applied Studies in Humanities, Zaghouan, University of Tunis, Tunisia.
2. ZAINEB ZERAI - Higher Institute of Sports And Physical Education, Ksar Saïd, University of Manouba, Tunisia.
3. ROUA DRIDI - Higher Institute of Applied Studies in Humanities, Zaghouan, University of Tunis, Tunisia.
4. ALI ELLOUMI - Laridiame Laboratory University of Sfax, Tunisia.
This study aims to explore the impact of integrating Facebook, as a social digital network, into the educational process, particularly in the teaching of French as a foreign language (FFL), with a specific focus on developing the oral skills of 9th grade students (age means = 15years). Adopting a mixed approach articulated in two phases, the research combines online observation of a public educational Facebook page (“French with teacher Salma”, n = 9,700 subscribers) and experimentation with a collaborative activity entitled “My job in video” within a closed Facebook group (“Let's learn together”, n = 20 students). Data were collected through online participant observation, diagnostic and summative assessment grids based on the official Tunisian program, and semi-structured post-experimentation interviews. The results indicate that the educational, safe and scripted use of Facebook promotes learner engagement, reduces language anxiety and significantly improves oral fluency and phonetic accuracy
Collaborative Learning - Social Networks - Facebook - Oral Skills – FLE.