Factors influencing oral and written proficiency in French, 3rd grade secondary school students

Abstract

Nowadays, French is the second foreign language taught in Dominican schools, representing a key tool for accessing opportunities in a globalized world. However, the low level of oral and written competence among first-cycle secondary students presents a significant educational challenge. This study aims to analyze the factors that influence the development of this competence in 3rd-grade secondary students in district 15-01. A mixed-methods approach with a descriptive and pre-experimental design was used. Data collection included surveys, diagnostic evaluations, interviews with ten teachers, a focus group with specialists, and classroom observations. The analysis was conducted using SPSS and Atlas.ti software. Findings reveal limitations such as low motivation, limited practice, lack of trained teachers, and unequal access to technological resources. However, positive attitudes were also identified, such as the interest of some teachers in updating their methodologies and the enthusiasm of students motivated by their future aspirations. It is concluded that strengthening teacher training, optimizing the use of available resources, and applying active pedagogical strategies are essential to boosting French language learning and fostering students’ overall development.