Keywords: CALL, teacher intervention, scaffolding
In a context of precariousness of Modern Foreign Languages and promotion of CALL at national level, often referred to as “technology-enhanced learning”, the targeted institution, a “new” university in the United Kingdom, offers an Institution-Wide Language Programme where modules are presented as a blended learning package of face-to-face sessions coupled with the use of the Blackboard Virtual Learning Environment.
At a time when universities consider students’ feedback and the quality of their learning with care, the presenter sought students’ views on their experience of Blackboard as part of their classes in elementary French.
96 students agreed to participate in this research, conducted with a Vygostkian perspective and through a mixed-method approach involving questionnaires and follow-up interviews.
In this paper, I will provide key findings of the study, which include the difficulties faced by participants in their application of digital skills for formal learning and their preference to be guided by lecturers. Recommendations will be made to enhance students’ engagement with CALL for blended learning.