CALL and
blended learning: Are the students really autonomous?
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.
slides
questionnaire
interview questions
references
Hello,
here is the abstract for my poster presentation at Eurocall Evora.
Language
learning in Virtual Environments: What do the students think?
Keywords: student experience, learner autonomy, CALL
In a context of precariousness of Modern Foreign Languages and
promotion of e-learning 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
language classes are presented as a blended learning package of face-to-face
sessions coupled with the use of Blackboard.
At a time when the students’ feedback and the quality of their learning
experience are considered with care by institutions of Higher Education,
beginners and post-beginners of French at this institution took part in a study
focusing on their experience of CALL for blended learning.
This study was
conducted with a reflective practice perspective and involved a mixed- method
approach based on the completion of 96 questionnaires and six follow-up
interviews.
This poster
presents key issues reported by students and includes recommendations for
improved pedagogical practice and enhanced student engagement.
student self-completion questionnaire