The effect of interactive image in teaching/learning French as a foreign language in Iraq: semiotic analysis of image
DOI:
https://doi.org/10.31185/lark.5241Keywords:
Interactive image, Genially, language support, teacher's sheet on semiotic analysisAbstract
Abstract
The context of teaching French as a foreign language in Iraq passes through certain axes. Developments in recent years have contributed to encouraging dialogue about new technology and artificial intelligence. So, integrating digital tools has undoubtedly become interesting.
Among these tools is the interactive image as a didactico-linguistic support. Image has an effective role in the process of learning FLE in the Iraqi context. We analyze the effectiveness of this tool by defining the semiotic analysis aspect of the interactive image to show the fine details that can be used.
The present paper will discuss how the interactive image affects the evolution of teaching and learning French in the Iraqi context, and what is its semiotic impact?
This study helps to know how to follow the international trend of active education. Our analysis helps to update the method of learning French in Iraq by adopting more appropriate digital tools. The findings of our research help to formulate effective recommendations.
Through the analytical methodology adopted in data analysis and detailed presentation of the group, and by justifying the effectiveness of the interactive image in learning French in the Iraqi academic context at the University of Baghdad, we find that students' motivation increases due to the use of information and communications technology (ICT), especially in their work in semiotic analysis of the image. In addition, this paper presents the difficulties faced by teachers and students, and the proposed solutions.
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