Abstract

The level of French spelling skills of Algerian students has always been a concern and this issue seems to be trivialized in FLE programmes. In a connected universe, we share an innovative use of Facebook for a non-formal learning of French spelling in about twenty Algerian students of French first year. We analyzed the various tutorial, reactive and proactive interventions offered by the “wall” and “Facebook messaging.” These interventions have fostered learning by facilitating student/teacher communication, making it possible to better adapt learning to their deficiencies. The results indicate that some orthographic skills have been upgraded.