Developing digital literacy in FFL through authentic online writing tasks

This study explores the impact of authentic online writing tasks on the development of digital literacy among learners of French as a Foreign Language (FFL). Grounded in a socio-interactional approach (Ollivier, 2010; 2019), it examines how real-world digital writing practices enhance learners’ ability to evaluate online content, interact effectively, and adapt their communication. Seven university students from Algeria (aged 18–20; four males, three females) with beginner to intermediate digital competence (Europass framework) participated. They completed writing tasks on authentic platforms such as Reddit, Twitter, Allociné, and Google Maps, targeting both linguistic and digital skill development. A mixed-methods approach was adopted, combining a pre-/post-intervention assessment (Europass), screen recordings, and learner reflections. Results show that participants became more aware of audience expectations, adjusted their tone and vocabulary, and adapted their writing to platform conventions using hashtags and formatting tools. The findings underscore the pedagogical value of integrating real-world online tasks into FFL curricula to foster digital literacy, discourse adaptability, and learner autonomy, while promoting responsible and effective online communication.