<![CDATA[This conceptual article explores how mediated tasks can foster learner motivation in hybrid environments for French as a Foreign Language (FLE). Grounded in a techno-pedagogical approach, the study proposes an integrated four-phase instructional model that differentiates the roles of videoconferencing and chat tools across cognitive, collaborative, and production stages. A qualitative methodology was adopted, involving a thematic analysis of 45 peer-reviewed articles published between 2013 and 2025, including recent contributions on AI-mediated synchronous learning (e.g., chatbots, intelligent tutoring systems). The study also includes a small-scale case illustration to examine the motivational impact of synchronous tools on learner engagement and autonomy. The findings emphasize that pedagogical scripting, when combined with thoughtful digital mediatization, can enhance linguistic interaction, reduce cognitive load, and support differentiated learning trajectories. The article contributes to the field by offering a validated, adaptable framework for designing motivating tasks in hybrid FLE contexts and calls for further empirical investigations into its implementation and transferability. ]]>
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