The learning of French as a foreign language has been influenced by Information and Communication Technology (ICT) in recent years. Some technologies became absorbed into emerging new ones, while others were born as a result of societal demands. With this current reality, the place of ICT in learning French as a foreign language has become inevitable. These recent developments are however hardly visible in Nigeria, a country where pedagogical practices, especially with regard to ICT, are affected by constraints such as lack of adequate technological equipment and poor practices of integrating multimedia. These problems do not give rise to innovative practices as noticed in developed countries. However, the education system and teaching methods can evolve provided beneficial educational reforms are put in place especially pertaining to the use of technology in teaching. This research explores the use of ICT in language learning in Nigeria. More specifically, it examines the importance of ICT in the learning of the French language at the post-secondary level and also provides recommendations on how this could be adapted to the Nigerian context, including the use of the envisaged platforms by students and teachers at the post-secondary level. To achieve this, a survey was conducted in few Nigerian post-secondary schools using an online questionnaire, in order to better understand the current situation.