Modalities of Remote Instruction of French as a Foreign Language among Selected Universities in Western Kenya

Abstract

This study dealt with modalities of remote instruction of French as a Foreign Language in selected universities in Western Kenya, using the descriptive research designs. The analysis of data involved the descriptive and the thematic approaches. The study involved three universities purposively selected since they are the only ones that offered French as a foreign language in Western Kenya. The collection of data took place through a questionnaire and key informant interviews. Based on the findings, the study concludes that the availability of the teaching and learning equipment for remote teaching of FFL is critically low. Likewise, there was limited educators’ use of the remote teaching approach, which reduced the students’ interactivity and hindered timely feedback. Much as the majority of educators possessed high confidence in the use of technology, their use of technology was low due to limited ability to use technology. The study recommends that the university administration invest in purchasing technological equipment for the universities to realize effective teaching and learning. There is a need to provide workshops for educators to grasp the essence of the use of technology toward effective learning. There is also a need to universities to invest in ICT workshops and courses that can support FFL virtual instruction.