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Indeed, the field study testifies to the usefulness of the action approach in optimizing French language learning insofar as, this perspective involves learners to participate in class, unlike the transmissive approach where the learner is only a receiver, which makes the teaching less profitable. From the outset, we believe that effective French language learning requires a learner-centered approach by identifying the learner's needs. Our reflection highlights the impact of this approach and its contribution to the emergence of effective learning. Finally, the field study allowed us to validate and confirm the hypotheses put forward earlier, namely: the contribution of the action approach to the dynamics of learning, as well as its contribution to the development of skills in terms of autonomy and involvement in the learning process.