The Effective Use of AI in Teaching and Learning of French as a ForeignLanguage in Anglophone Universities: Nigeria as a Case Study

Abstract

This study investigates the pedagogical effectiveness of Artificial Intelligence (AI)
in the teaching and learning of French as a Foreign Language (FFL) in
Anglophone universities in Nigeria. Anchored in educational technology and
applied linguistics, the research examines how AI-powered tools such as neural
machine translation systems, intelligent tutoring platforms, and adaptive language
applications support vocabulary development, grammatical accuracy, learner
engagement, and intercultural competence. Using a mixed-methods design, data
were collected from undergraduate students and lecturers across selected Nigerian
universities through classroom experiments, structured questionnaires, and semistructured interviews. Quantitative findings indicate measurable improvements in
learners’ lexical acquisition, syntactic awareness, and reading comprehension
when AI-supported activities are systematically integrated into instruction.
Qualitative evidence further reveals that AI tools promote learner autonomy,
immediate feedback, and sustained motivation, while enabling instructors to
personalize learning pathways and monitor progress more effectively. The study
proposes a structured AI-assisted pedagogical model for FFL instruction that
aligns technological concordances with second language acquisition principles.
The findings highlight the potential of AI to enhance instructional quality and
learning outcomes in resource-constrained educational contexts, while
underscoring the need for institutional policies, teacher training, and ethical
guidelines to ensure responsible and pedagogically sound implementation.