The present research finds its essence in the current reflection in language didactics, related to the knowledge society, and based on the need to rethink the paradigms of foreign language teaching/learning, in the era of digital technologies. It basically deals with the interests of ICT in the French classroom, seen as didactic tools, following a systemic approach. To what extent would ICT favour the acquisition of linguistic competences in French at the qualifying secondary level? This is the issue we have chosen to address. The most significant results underline the pedagogical interests of ICT, at the levels of motivation, production and interaction, and the didactic interests of ICT, at the levels of learning, communication and profession. Moreover, they confirm the influence of perceptions regarding the appropriation of this new ICT paradigm by teachers.