An Assessment of Social Interaction Responsiveness of Selected Online Resources for French Vocabulary Learning by Foreign Learners

This paper investigates the appropriateness of Internet-based learning resources in the acquisition of French vocabulary by foreign learners using the framework of the social interaction theory of learning. Five online French language learning platforms are randomly selected and an assessment of their responsiveness to the framework of the social interaction theory of foreign language learning is carried out. Findings show that the five online resources, although not on the same level of interactive effectiveness, would be of great assistance to foreign learners of French in their quest to acquire adequate vocabulary. Finally, far-reaching recommendations are made to developers of online vocabulary learning resources on how to best present their learning contents for optimal results. Recommendations are also made to French teachers and learners on ways by which the use of online platforms can be optimally utilized to facilitate the acquisition of French vocabulary