المدونة
Volume 13, Numéro 1, Pages 105-122
2026-06-10

Digital Educational Technologies As Hermeneutic Mediators Of The Literary Text In The Context Of Teaching French As A Foreign Language



Authors : Hamdad Amele .

Abstract

In the context of the digital revolution, literary reading in the FLE classroom is undergoing a profound transformation. Educational technologies are no longer perceived as mere tools, but as powerful means of engagement, interaction, and pedagogical renewal. This article critically examines the integration of ICT into university-level literary instruction and highlights their capacity to foster active, reflective, and individualized reading practices. Based on fieldwork conducted with first-year Master’s students at the University of Batna 2, the study reveals a strong interest in digital tools as effective supports for improving comprehension and interpretation. Platforms such as Moodle, enriched with interactive and multimodal activities, contribute significantly to learner motivation and autonomy. Rather than opposing tradition and innovation, the article emphasizes their productive convergence in the teaching of literary texts. The findings show that, when embedded in a coherent pedagogical framework, ICT strengthens the relationship between reader and text and opens new spaces for critical and sensitive exploration. Ultimately, digital transformation is presented not simply as a modernization of tools, but as a deeper rethinking of teaching and learning roles in higher education.Enter your abstract here (an abstract is a brief, comprehensive summary of the contents of the article).Enter your abstract here (an abstract is a brief, comprehensive summary of the contents of the article). Enter your abstract here (an abstract is a brief, comprehensive summary of the contents of the article).

Keywords

Critical appropriation ; Educational technology ; Instructional design ; Literary reading ; Multimodality

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