ADOPTION OF ARTIFICIAL INTELLIGENCE TOOLS AMONG FRENCH LANGUAGE TEACHERS: AN EMPIRICAL STUDY

Abstract

This paper investigates the adoption of Artificial Intelligence (AI) tools among French language lecturers in Nigerian Colleges of Education, focusing on perceived barriers, institutional support, and integration practices. Using a descriptive survey design, data were collected from 85 lecturers through structured questionnaires. The paper employed descriptive statistics, including frequencies, percentages, and mean scores for the response analyze. Findings reveal that poor internet connectivity, lack of AI-specific training and unstable electricity supply constitute the primary barriers to the adoption. Institutional support is moderate with ICT laboratories and administrative encouragement being the most available resources, while provision of digital devices and formal policy guidelines remain inadequate. The study concludes that while there is growing awareness and interest in AI integration, sustainable adoption is limited by infrastructural and capacity constraints. Recommendations include enhancing institutional support, providing regular AI-focused training, and developing clear policy frameworks to promote effective integration of AI in language teaching.