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Engaging and Motivating Foreign Language Learners with Audiovisual Aids: The Case of French in Selected High Schools in Ghana
Brief about:
Conference Presentation (2020)
Written by:
Examining how the use of audiovisual aids, particularly videos, influences motivation and language acquisition among French language learners in selected Ghanaian high schools.
In Ghana, French is one of the few foreign languages integrated into the national curriculum, with instruction spanning from primary to tertiary levels. Despite its strategic importance for cross-border communication-especially given Ghana’s proximity to Francophone countries such as Togo, Burkina Faso, and Ivory Coast-many students struggle to achieve functional fluency in French, typically limited to basic exchanges even after years of study. This language gap exists despite Ghana’s sustained emphasis on French education, reflecting a disconnect between exposure and proficiency.
Video-based audiovisual learning has shown potential globally to improve language engagement and retention, and research indicates that such multimedia resources can significantly enhance comprehension by engaging both auditory and visual learning channels. However, in Ghana’s FFL classrooms, reliance on traditional resources like textbooks remains high, with audiovisual aids like video underutilized due to various logistical and accessibility challenges.
Key findings
- Audiovisual aids in FFL classrooms are rarely used, despite student and teacher interest.Evidence
Observations and surveys indicate that 86.7% of students report ''never'' seeing videos in FFL lessons, while 76% identify textbooks as the most used resource. Teachers confirm these practices, citing limited resources, low access to French-language videos, and insufficient training as primary barriers.
What it meansAlthough audiovisual tools are recognized for boosting engagement, their limited use highlights a need for strategies to increase their availability and application in Ghanaian FFL education.
- Students believe that videos would improve their comprehension, vocabulary, and pronunciation in French.Evidence
Surveyed students report that 35% anticipate better comprehension, 25% foresee improved vocabulary and pronunciation, and 26.7% expect lessons to be more practical with video integration. These perceptions align with prior research indicating that multimedia aids vocabulary retention and concept understanding.
What it meansStudents view audiovisual aids as essential tools for practical language acquisition, reflecting a strong desire for engaging, multimedia-supported learning.
- Large class sizes and lack of resources hinder effective video-based instruction.Evidence
Teachers note that overcrowded classrooms and inadequate access to digital resources, alongside a lack of targeted training, are obstacles. Specifically, 71% of teachers indicate they have not received adequate preparation for using video in FFL. Physical constraints further impede students' ability to view and hear projected content effectively.
What it meansStructural and resource challenges prevent the effective use of video in instruction, highlighting the need for support and investment in educational technology to improve FFL teaching.
- Teachers perceive video-based lessons as highly motivational and valuable for cultural understanding in language classes.Evidence
All seven teachers agree on videos' motivational impact, with five also highlighting the cultural benefits of authentic French video content. Past studies support this by showing that multimedia enhances engagement and cultural learning.
What it meansTeachers see videos as effective in motivating students and enriching cultural exposure, underscoring multimedia's instructional value in language learning.
- Teachers and students alike support video integration to promote independent learning in language acquisition.Evidence
All students affirm that video-based lessons could encourage self-directed learning, with many expressing interest in accessing videos beyond the classroom. Teachers also suggest that students develop self-learning strategies to build their communicative skills independently.
What it meansStrong support for video use reflects shared enthusiasm for student-led learning, showing its potential to foster autonomy in language acquisition.
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Engaging and Motivating Foreign Language Learners with Audiovisual Aids: The Case of French in Selected High Schools in Ghana
Cite this brief: Kwaffo, Mensimah Thompson. 'Engaging and Motivating Foreign Language Learners with Audiovisual Aids: The Case of French in Selected High Schools in Ghana'. Acume. https://www.acume.org/r/engaging-and-motivating-foreign-language-learners-with-audiovisual-aids-the-case-of-french-in-selected-high-schools-in-ghana/
Brief created by: Dr Mensimah Thompson Kwaffo | Year brief made: 2025
Original research:
- Kwaffo, M. T., Engaging and Motivating Foreign Language Learners with Audiovisual Aids: The Case of French in Selected High Schools in Ghana https://doi.org/10.22492/issn.2188-112X.2020.2. – https://papers.iafor.org/submission55840/
Research brief:
Examining how the use of audiovisual aids, particularly videos, influences motivation and language acquisition among French language learners in selected Ghanaian high schools.
In Ghana, French is one of the few foreign languages integrated into the national curriculum, with instruction spanning from primary to tertiary levels. Despite its strategic importance for cross-border communication-especially given Ghana’s proximity to Francophone countries such as Togo, Burkina Faso, and Ivory Coast-many students struggle to achieve functional fluency in French, typically limited to basic exchanges even after years of study. This language gap exists despite Ghana’s sustained emphasis on French education, reflecting a disconnect between exposure and proficiency.
Video-based audiovisual learning has shown potential globally to improve language engagement and retention, and research indicates that such multimedia resources can significantly enhance comprehension by engaging both auditory and visual learning channels. However, in Ghana’s FFL classrooms, reliance on traditional resources like textbooks remains high, with audiovisual aids like video underutilized due to various logistical and accessibility challenges.
Findings:
Audiovisual aids in FFL classrooms are rarely used, despite student and teacher interest.
Observations and surveys indicate that 86.7% of students report ”never” seeing videos in FFL lessons, while 76% identify textbooks as the most used resource. Teachers confirm these practices, citing limited resources, low access to French-language videos, and insufficient training as primary barriers.
Although audiovisual tools are recognized for boosting engagement, their limited use highlights a need for strategies to increase their availability and application in Ghanaian FFL education.
Students believe that videos would improve their comprehension, vocabulary, and pronunciation in French.
Surveyed students report that 35% anticipate better comprehension, 25% foresee improved vocabulary and pronunciation, and 26.7% expect lessons to be more practical with video integration. These perceptions align with prior research indicating that multimedia aids vocabulary retention and concept understanding.
Students view audiovisual aids as essential tools for practical language acquisition, reflecting a strong desire for engaging, multimedia-supported learning.
Large class sizes and lack of resources hinder effective video-based instruction.
Teachers note that overcrowded classrooms and inadequate access to digital resources, alongside a lack of targeted training, are obstacles. Specifically, 71% of teachers indicate they have not received adequate preparation for using video in FFL. Physical constraints further impede students’ ability to view and hear projected content effectively.
Structural and resource challenges prevent the effective use of video in instruction, highlighting the need for support and investment in educational technology to improve FFL teaching.
Teachers perceive video-based lessons as highly motivational and valuable for cultural understanding in language classes.
All seven teachers agree on videos’ motivational impact, with five also highlighting the cultural benefits of authentic French video content. Past studies support this by showing that multimedia enhances engagement and cultural learning.
Teachers see videos as effective in motivating students and enriching cultural exposure, underscoring multimedia’s instructional value in language learning.
Teachers and students alike support video integration to promote independent learning in language acquisition.
All students affirm that video-based lessons could encourage self-directed learning, with many expressing interest in accessing videos beyond the classroom. Teachers also suggest that students develop self-learning strategies to build their communicative skills independently.
Strong support for video use reflects shared enthusiasm for student-led learning, showing its potential to foster autonomy in language acquisition.