مجلة البحوث التربوية والتعليمية
Volume 15, Numéro 1, Pages 37-52
2026-06-12

Telegram And The Teaching Of French As A Foreign Language In A Context Of Health Crisis: Adoption Drivers Of A Non-official Tool: Uses And Perceptions (university Of Tlemcen, 2020–2022)



Authors : Benmedjahed Gallal Sidi Mohamed .

Abstract

In March 2020, Algerian universities had quite shakily to migrate to distance teaching, a form of remote assessment and remodeling their agencies as teachers in the case of FFL teachers who are unable to enable even a weak dialogue related learning pedagogically owing to uneven connectivity and institutional protocols that required considerable time for implementation. This case study discusses the way Telegram (both, in this specific meaning and although informally considered "pedagogical emergency plan") ensured classes of individual FFL triadic speech at the University of Tlemcen from 2020 to 2022 and what have been the conditions that made its choice rational and diffused. Employing a mixed-methods design that triangulated teacher survey with semi-structured interview, student questionnaire at all levels (L1-M2), and available course traces (messages, task instructions, shared resources) The study demonstrates that Telegram was most valued by users for mobile-accessibility and low interface overhead & fast delivery of content. Students said that the single–thread logic meant less cognitive load and confusion; teachers reported both times saving, plus a continued space for oral interaction as voice messages or live synchronous exchanges. Overall, the results support Telegram as a feasible low-the-barrier communications infrastructure maintaining high teaching presence and social presence in the institutional platform blind time. However, that educational value comes with caveats; strong network reliability and transparent pedagogical principles need to be secured first in order to ensure workload, privacy and assessment integrity.

Keywords

French as a foreign language; emergency remote teaching; Telegram; mobile learning; higher education; Algeria: digital divide.

Les articles similaires

دور إباضية المغرب الأوسط في تنشيط التجارة الصحراوية خلال العصر الوسيط Thé Rôle Of Ibadis Of Thé Central Maghreb Un Stimulating Thé Désert Trade During Thé Middle Age

بوسالم أحلام .  عابد يوسف . 
ص 117-132.

Muhammad A.r .webb: Thé First Anglo White Concert To Islam Un Thé U.s.a Ans Thé Influence Of Thé Ah Adyya Movemment

Yahia Zeghoudi . 
pages 74-88.

Code-switching In The Middle School Ef Classes: The Case Study Of The First Year Learners Must It Be Perceived As An Asset To Ease Or As A Constraint To Obstruct Foreign Language Learning? (1) 1 - Efl: English As A Foreign Language /ell: English Language Learning/ 1fl1: Foreign Language 1/fl2: Foreign Language 2 / L: Learner/ Ls: Learners/ Mt: Mother Tongue/ T: Teacher/ Tie: Technological Institute Of Education/ Tl: Target Language.

Ammar Benabed .  Victor Segalen . 
pages 13-30.

Thé Cultural And Linguistic Impact Of Gothic Literature On The Identity Of Algerian Teenagers: A Metamorphosis.

Said Houari Amel . 
pages 257-268.

Le Rôle Médiateur Des Réseaux Sociaux Dans L’enseignement/apprentissage De La ‎compétence Orale En Fle : Cas De La Deuxième Année Licence Lmd Département De ‎français, Université De Biskra.‎الدور الوسيط للشبكات الاجتماعية في تدريس / تعلم الكفاءة الشفوية للغة الفرنسية كلغة أجنبية. حالة السنة الثانية من ‏قسم اللغة الفرنسية (جامعة بسكرة)‏.the Mediating Role Of Social Networks In The Teaching/learning Of Oral Proficiency In French ‎as A Foreign Language: Case Of The Second Year Of The Lmd French Department, University ‎of Biskra‎

Achour Yasmine . 
pages 169-183.

Formats de citation