Résumés
Cet article propose la description et l’analyse d’un projet de recherche en cours au niveau licence en LEA (commerce international) à l’Université de Nantes et concerne 660 étudiants. Nous nous proposons dans cet article d’analyser l’impact de ce dispositif sur la conception et l’organisation des apprentissages et sur la motivation et l’implication des étudiants. Les données recueillies pour l’évaluation par questionnaires, entretiens, pré-tests et post-tests, mesure du taux d’abandon, portent sur la satisfaction des utilisateurs, le niveau en langue, l’efficacité et la fiabilité du dispositif. Elles sont présentées et commentées. Le travail d’évaluation du dispositif montre un développement positif du niveau linguistique pour 35 % des étudiants qui se sont impliqués dans ce projet d’apprentissage hybride. À ce stade cependant il est nécessaire de poursuivre le travail de recherche pour déterminer les causes de cette progression, ce qui est prévu.
This article sets out to describe and analyse an ongoing research project concerning a blended language learning programme for first-year Business English undergraduate students preparing a degree in Languages and International Trade at Nantes University, France (660 enrolled students). The paper investigates whether the blended language learning system results in measurable improvements in second language acquisition. It examines how task-based teaching and learning fit into the system and focusses on the impact of using a learning platform on task conception and organisation, and on learner motivation and involvement. Results concerning the evaluation of the system – language assessment, user satisfaction, effectiveness of the system through questionnaires, pre- and post-tests, drop-out rates etc. – are presented and discussed. They rather indicate that linguistic levels have improved for 35% of a sample of students participating in the blended learning programme, however further research needs to be undertaken to determine the specific causes of this improvement.
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Extrait du texte
Ce document sera publié en ligne en texte intégral en mars 2014.
Plan
1. Introduction
2. Presentation of the research context
2.1. Rationale for implementing a blended language learning programme
2.2. Description of the blended language learning programme
3. Theoretical background
4. Data collection and procedures
5. Results
5.1. Students’ level in English
5.2. Students' involvement
5.3. Language learning in class
5.4. Learners' perceptions of the blended language learning programme
6. Discussion and future developments
Conclusion
Aperçu du texte
The reality of the language learning environment is most of the time very different from the ideal situations that are presented in the prototypes enthusiastic researchers show us. Students in French universities, and especially students in languages and the human sciences, are more often than not reluctant to accept changes associated with the implementation of a new learning system, such as blended learning. The best learning project, even if it is theoretically valid and combines the latest technological innovations, can do nothing against the beliefs and representations of human beings. This means that, when implementing a learning system, it is necessary to evaluate the impact on learners (Narcy-Combes M.-F. 2008a). It also pertains to the epistemological responsibility of the teacher/researcher to ensure the validity of the implemented system (Narcy-Combes J.-P. 2005).
The aim of this study is to determine the validity of the blended language learning environmen...
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Pour citer cet article
Référence électronique
Marie-Françoise Narcy-Combes et Julie McAllister, « Evaluation of a blended language learning environment in a French university and its effects on second language acquisition », ASp [En ligne], 59 | 2011, mis en ligne le 01 mars 2014, consulté le 24 mai 2013. URL : http://asp.revues.org/2250 ; DOI : 10.4000/asp.2250
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Auteurs
Marie-Françoise Narcy-Combes is a full professor at the University of Nantes where she is involved in the coordination of the Applied Languages Department. Her main teaching fields include business English within this department as well as pre-service and in-service language teacher training. She has published two books: Précis de didactique des Langues (Ellipses 2005) and La communication interculturelle en anglais des affaires (Presses Universitaires de Rennes 2006). marie-francoise.narcy-combes@univ-nantes.fr
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Julie McAllister is a PhD student in language teaching at the University of Nantes, where she also completed her master’s degree in 2009. Her research focuses on the evaluation of learning systems in a context where ICT plays an increasing role. She has been teaching business English and Marketing in higher education since 2003 and currently teaches in the Applied Languages Department at the University of Nantes and at École Centrale of Nantes, a leading school of engineering. Prior to this she held several management positions in multinational companies within the IT and Telecoms sectors. j.mcallister@free.fr
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