The present research was carried out at the Pontificia Universidad Javeriana (PUJ) in Bogota with the students of the Modern Languages Degree (MLD), who study the upper intermediate level in French as a foreign language. To support the problems of this study, a survey was conducted with the mentioned students, and it was found that one of the problems is the lack of French practice outside the classroom, due to the lack of spaces and people who have the same interest. Likewise, it was found that more than half of the students of this level prefer to speak in Spanish, instead of French, with their classmates when they perform group activities in the classroom. Finally, it was evidenced that the self-perception in the oral production ability of the students is low, in comparison with the other skills according to the results of the survey. To support our research, we take up essential theoretical concepts such as the concept of pedagogy and the theory of constructivist learning linked to meaningful learning. Also, an approach is made to motivation, and to the theory of connectivity, giving way to didactics and didactics of languages, which are related to the communicative approach. Finally, reference is made to the ICTs and social networks within which we will focus on WhatsApp. Similarly, in this mixed type study, four data collection instruments were used: a questionnaire, an interaction guide, an evaluation rubric and a semi-structured interview. It should also be noted that some pedagogical cards were created and applied for the design of this didactic strategy. The results obtained show that the social network WhatsApp can encourage the use of the language outside the classroom because it allows students to communicate and interact on topics of interest. In addition, this social network influenced positively, since it improved the fluency and coherence of the students, allowing them to be aware of their mistakes. It should also be mentioned that one of the strengths of WhatsApp was the ease of sending images and audios instantly, eliminating audios and controlling interactions during activities. In addition, the students thought that when using WhatsApp with an academic purpose it was easier for them to give their opinion and they were comfortable since they did not feel the pressure to be judged. However, one of the weaknesses was the lack of participation of some members.