Abstract

The Teaching of French in Nigerian public universities presents significant pedagogical and technical challenges, especially within a linguistically diverse environment. This research focuses on the struggle to align conventional teaching strategies with the technological, linguistic, and cultural contexts of Nigerian students. The study is grounded in Siemens’ (2005) theory of connectivism, which emphasizes the importance of interaction and the use of digital tools in education. The paper's primary aim is to explore the obstacles linked to the application of educational technologies in French language instruction and to propose potential solutions. Based on a methodology combining direct observation and literature analysis, the findings highlight limited access to digital infrastructure, inadequate teacher preparation for digital integration, and diminished learner engagement due to reduced interpersonal communication. Nevertheless, incorporating interactive learning platforms, locally relevant multimedia resources, and continuous teacher development yielded improvements in student motivation and language acquisition. The study advocates for institutional strategies to integrate ICT into language education, the development of culturally relevant content, and enhanced support for educators to foster innovative, inclusive teaching approaches.