Unveiling Teacher Resilience in French Language Distance Teaching: A Case Study

Authors

  • Souad Benabbes

    University of Oum El Bouaghi, Oum El Bouaghi, Algeria
  • Aseel Alshbeekat

    Department of English Language/Translation, Isra University, Amman, Jordan
  • Sharif Alghazo

    Department of Foreign Languages, University of Sharjah, Sharjah, UAE

    School of Foreign Languages, The University of Jordan, Amman, Jordan
  • Nahed Emaish

    School of Foreign Languages, The University of Jordan, Amman, Jordan

DOI:

https://doi.org/10.30564/fls.v7i3.8681
Received: 7 February 2025 | Revised: 6 March 2025 | Accepted: 7 March 2025 | Published Online: 13 March 2025

Abstract

This study investigates teachers’ experiences during the sudden shift to online teaching due to COVID-19. It explores their adaptation to the situation and their resilience in ensuring uninterrupted educational continuity. The study focuses on the resilience strategies used by teachers of French at Algerian universities during the pandemic and their teaching adaptation to distance education. The primary aim is to examine the teachers’ constraints, their perception of pedagogical resilience, and the strategies they developed to overcome the challenges of transitioning from face-to-face to online education. This qualitative study, conducted through questionnaires among 50 French language teachers, with 42 responses received, concentrated on teachers’ experiences with distance teaching, the digital platforms they used, and the strategies they employed to remain resilient. The analysis revealed significant challenges: a lack of familiarity with digital tools, connectivity issues, and a decline in student motivation. Despite these hurdles, teachers demonstrated resilience by embracing new social media platforms, videoconferencing, and collaborative teleworking tools to maintain student engagement and ensure pedagogical continuity. These findings underscore the urgent need for flexible support systems to address distance education challenges during a crisis. The study delved into the concept of resilience and discovered that participants perceived it as embodying a positive portrayal of distance learning amidst the health crisis.

Keywords:

Resilience Strategies; Distance Learning; Student Engagement; Health Crisis

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How to Cite

Benabbes, S., Alshbeekat, A., Alghazo, S., & Emaish, N. (2025). Unveiling Teacher Resilience in French Language Distance Teaching: A Case Study. Forum for Linguistic Studies, 7(3), 625–634. https://doi.org/10.30564/fls.v7i3.8681

Issue

Vol. 7 , Iss. 3 (March 2025)

Article Type

Article

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Copyright © 2025 Souad Benabbes, Aseel Alshbeekat, Sharif Alghazo, Nahed Emaish

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.