International Journal For Multidisciplinary Research

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Volume 8 Issue 5
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L’impact de l’usage des contes sur le niveau linguistique en français : Étude longitudinale au sein d’un collège pionnier au Maroc (Approche TaRL)

Author(s) M. BADR EDDINE AIT OULAID
Country Morocco
Abstract The Moroccan educational system has embarked on a systemic structural overhaul through the 2022-2026 Roadmap, materialized by the deployment of the "Pioneer Schools" model. Faced with the severity of learning poverty, particularly in literacy, the introduction of the TaRL (Teaching at the Right Level) remedial approach and explicit instruction aims to compensate for accumulated deficits. This longitudinal research evaluates the didactic impact of using tales (storytelling) on the development of linguistic competencies in French as a Foreign Language (FLE) among 120 second-year middle school students (2AC) enrolled in a public pioneer institution. The experiment, conducted over a full academic year, integrates an intensive TaRL remediation phase followed by explicit teaching based on the exploitation of tales from both Moroccan oral and universal heritage. The assessment of learning outcomes, aligned with CEFR descriptors (levels A2/B1) and the ASER tool, reveals a spectacular improvement in performance indicators within the experimental group. The results demonstrate a highly significant progression (overall effect size of d = 0.76) affecting vocabulary acquisition, spelling, morphosyntax, and conjugation. The integration of the tale's inherent structuring (narrative and actantial schemas) substantially reduced the learners' extraneous cognitive load, promoting fluency in oral production and a marked improvement in textual cohesion in written production. This study confirms that storytelling, enhanced by structured pedagogy, constitutes a major cognitive and linguistic lever for the success of the educational reform at the middle school level.
Keywords Didactique du FLE, Collège Pionnier, TaRL, Conte pédagogique, Enseignement explicite, Charge cognitive, Compétences linguistiques, Évaluation longitudinale
Field Sociologie > Éducation
Published In Volume 8, Issue 5, September-October 2026
Published On 2026-09-24
DOI https://doi.org/10.36948/ijfmr.2026.v08i05.88467
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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