Étude des stratégies novatrices en classe de FLE à l’ère postpandémique: le cas de l’action pédagogique en classe de Master à l’université d’El-Oued

Abstract

 In this study, we focus on a field experience regarding the integration of innovative practices in French as a Foreign Language
(FLE) class at El-Oued University, such as active strategies, flipped classroom, digitalization of materials, learner-centered
approaches, teacher minimization, co-assessment, telecollaboration, gamification, interdisciplinary approaches, and others.
Our aim is to explore answers to the central question: How does innovation in teaching and learning FLE influence students’
motivation and engagement in their master’s program? We seek to evaluate how these transformative, adaptive, and contextually
relevant didactic practices can enhance learning and student performance in the post-pandemic era. To achieve this, we conducted a longitudinal participant observation over the past three academic years across three different Master’s
cohorts to analyze the implementation of innovation in the classroom. The main anticipated outcomes of this study converge
towards the conclusion that traditional pedagogical approaches require multidimensional revision, and significant adaptability
among the student body is observed when opting for innovation. In conclusion, students frequently demand changes in teaching
methods, emphasizing the critical need to implement genuine innovation to effectively personalize the learning journey according
to the needs and expectations of graduating students in FLE teaching and learning. Similarly, it has become imperative to train teachers in pedagogical innovation.