The objective of this research is to assess the impact of using speech recognition tools to enhance pronunciation in the teaching of French as a Foreign Language (FLE) during an oral session in a secondary school classroom in Algeria. We conducted an experiment to measure the difference in acquisition, interaction, and motivation among students in two different learning situations, integrating ICT (Information and Communication Technology) and tasks to be performed. The analysis and results obtained allowed us to verify our initial hypothesis and conclude that the use of speech recognition tools has made oral learning in an FLE classroom more effective, while also making the session more engaging and the student more motivated.

TICE, speech recognition tools, pronunciation, acquisition-interaction