The current research work stems from a needs analysis conducted on the students studying the first level of French at the Fundacion Alianza Social Educativa (ASE). The course, which takes place in the Pontificia Universidad Javeriana each Saturday, provided the means to collect evidence highlighting that the teachers and students have very little class time, which detracts the French language learning process. On this basis, the design and implementation of a virtual technology platform has been proposed as an additional way to strengthen students’ communications skills outside of the classroom. Furthermore, the virtual platform’s content was refined in such a way to take into account aspects from the communicative approach, the meaningful learning and the TICs, with the purpose of developing innovative and appropriate activities in the following skills: reading comprehension, oral comprehension and writing. Additionally, to create an accurate virtual content, we incorporated aspects of Tomlinson’s theory (1998). In relation to the focus of the investigative work, this corresponded to the action-research method and the mixed research method, where some surveys were conducted in order to collect data. Moreover, the activities hosted on the platform were underpinned with a lesson plan, which we compiled to steer the methodological proposal. After the virtual platform was implemented, it was possible to demonstrate that this tool helps us identify various strengths and weaknesses among A1 Level French students among the strengths, this tool enables student self-learning and improves academic performance in French. As for weaknesses, the participation was limited and it was difficult to keep a track as only one module was implemented. However, the students that participated in the investigation showed an interest in having a virtual platform that complement their learning. Additionally, they were willing to have autonomous participation in this platform.