How to Make the Classroom More Active: Techniques and Activities Tracks

Main Article Content

Sirajit Dejamonchai

Abstract

The implementation of “active” learning is an increasingly important means in the second language and foreign language acquisition. As a French teacher at the university level, we are interested in knowing how to engage ourself in an active pedagogy. What class techniques could be adopted in order to make the classroom more active? What are the effective strategies that can motivate our learners to become “active” learners? Therefore, the research was carried out with 24 students of the second year in Français Intermédiaire I Course. In the context of that course, we used the various techniques for active learning, in particular vertical interactivity; in other words, the activities for interaction between learners. With regard to tasks, we resorted to the cooperative project which allows our learners to demonstrate their ability to solve problems, their creativity and their role within the group. The learners were led as well to formulate the linguistic and procedural reflections on the production of their work through their worksheets and a learning log. Regarding to the techniques of assessment, we opted for the collaborative review and for the self-correction. In their learning log, the students testified that they feel free and enthusiastic when handling their work. It appears also that the students preferred to work in groups because it allows enable them to share their experiences and exchange learning strategies. In addition, the results acquired from the interview revealed that the students have positive attitudes towards the learning activities. Eventually, the results emphasized the role of the teacher in encouraging the active participation of students and also in establishing a pleasant atmosphere in the classroom.

Downloads

Download data is not yet available.

Article Details

Section
Research Articles

References

Ames, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91: 409-421.

Aylwin, U. (1992). Petit guide pédagogique. Montréal : Association québécoise de pédagogie collégiale.

Barbot, M. -J. (2000). Les auto-apprentissages. Paris : Clé International.

Bertocchini, P., & Costanzo, E. (2008). Manuel de formation pratique pour le professeur de FLE. Paris: Clé International.

Bertocchini, P., & Costanzo, E. (2012). La notion de pédagogie différenciée. Le Français dans le monde, 380, 26-27.

Bracke, A. (2001). Activité langagière et pédagogie du projet. Le Français dans le monde, numéro spécial, 175-186.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Brès, J. C. (2014). Historique de la pédagogie active. Retrieved March 13, 2020 from https://www.decouverte.ch/geneve/wpcontent/uploads/2014/06/P%C3%A9dac.active-1_HISTORIQUE-DE-LA-PEDAGOGIE-ACTIVE.pdf.

Carr, E., & Ogle, D. (1987). K-W-L Plus: A strategy for comprehension and summarization. Journal of Reading, 626-631.

Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.

Chamberland, G., Lavoie, L., & Marquis, D. (1995). 20 formules pédagogiques. Sainte-Foy : Presses de l’Université du Québec.

Coëffé, T. (2017). L’apprentissage actif, symbole de la transformation digitale de la formation. Retrieved May 12, 2020 from https://www.blogdumoderateur.com/apprentissage-actif-cesi/

Deschuyteneer, M. (2010). La pédagogie active ou comment susciter la motivation. Retrieved May 6, 2020 from https://www.scribd.com/document/248565002/La-Pedagogie-Active-Ou-Comment-Susciter-La-Motivat.

Desjardins, J., & Senécal, I. (2015). La pédagogie active. Retrieved March 13, 2020 from http://www.univ-msila.dz/cvp/wp-content/uploads/2019/01/La-p%C3%A9dagogie-active.pdf.

De Vecchi, G. (2002). Faire vivre de véritable situations-problèmes. Paris : Hachette Education.

Doutreloux, E. (2015). L’apprentissage actif : les approches pédagogiques. Retrieved May, 11, 2020 from http://apprentissageactif.csimple.org/les-strategies-d-apprentissage-actif/6---la-methode-sva.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Fry, H., Ketteridge, F., & Marshall, S. (2003). A Handbook for Teaching & Learning in Higher Education. London: Kogan Page.

Gagnon, R., & Viau-Guay, A. (2016). Approches et formules pédagogiques et didactiques I. Faculté des sciences de l’éducation, Université Laval.

Germain, C., & Netten, J. (2004). Facteurs de développement de l’autonomie langagière en FLE/FLS. Alsic, 7, 55-69.

Harmin, M., & Toth, M. (2006). Inspiring Active Learning: A Complete Handbook for Today's Teachers. Alexandria, VA. : Association for Supervision and Curriculum Development.

Hohmann, M. (2000). L’apprentissage actif : Fondement de notre pédagogie. Retrieved May 11, 2020 from https://lescouleursdumonde.ch/wp/lapprentissage-actif/.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991a). Active learning: Cooperation in the college classroom. Edina, M.N.: Interaction Book Company.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991b). Cooperative learning: Increasing College Faculty International Productivity. Washington, D.C.: The George Washington University.

Kramsch, C. (1984). Interaction et discours dans la classe de langue. Paris : Crédif-Hatier.

Launay, C. (2006). Former en français langue seconde. Une pédagogie active. Paris : L’Harmattan.

Lavergne, N. (1996). L’apprentissage coopératif. Québec Français, 103, 26-29.

Lévesque, B. (2015). L’apprentissage actif améliorerait la performance aux examens. Retrieved May 12, 2020 from http://rire.ctreq.qc.ca/2015/03/apprentissage-actif/.

Loiseau, Y. (2007). Démarche d’apprentissage et autonomisation de l’apprenant. Actes du IVe Congrès International de l’AITF.

Lussier, D., & Turner, C. E. (1995). Le point sur l’évaluation en didactique des langues. Anjou : Centre éducatif et culturel.

Marham, T. (2003). Project based learning handbook. Novato Buck Institute for Education.

Meirieu, P. (1989). L’école, mode d’emploi des « méthodes actives » à la pédagogie différenciée Paris : ESF.

Meyers, C., & Jones, T. B. (1993). Promoting active learning Strategies for the College classroom. San Francisco: Jossey-Bass.

Mitchell, A., Petter, S., & Harris, A. L. (2017). Learning by doing: Twenty successful active learning exercises for information systems courses. Journal of Information Technology Education: Innovations in practice, 16, 21-46.

Moore, K. D. (2015). Effective instructional strategies: from theory to practice. Los Angeles, CA.: SAGE.

Murphy, J. (2003). Task-based learning: The interactive between tasks and learners. ELT Journal, 57(4), 352-360.

Newprasit, N., & Seepho, S. (2015). The effects of a Project-based learning approach on the improvement of English language skills. Journal of Applied Language Studies and Communication, 1(1), 16-51.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Proulx, J. (2004). Apprentissage par projet. Sainte-Foy : Presses de l’Université du Québec.

Puren, C., Bertocchini, P., & Costanzo, E. (1998). Se former en didactique des langues. Paris : Ellipses.

Quere, M. (2018). L’impact de la pédagogie active sur la motivation des élèves en STMG. Retrieved May 6, 2020 from http://dante.univ-tlse2.fr/id/eprint/5124.

Reinhardt, C. (2009). Pour une application des trios compétences du CECR en classe : une synthèse pragmatique des propositions de la pédagogie du projet et de l’enseignement/apprentissage par les tâches. Le Français dans le monde, Recherches et applications, 45, 45-53.

Richards, J. C., & Rodgers, T. S. (2011). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Robert, J. -P., Rosen, E., & Reinhardt, C. (2018). Faire classe en FLE. Une approche actionnelle et pragmatique. Paris : Hachette.

Rosen, É., & Reinhardt, C. (2010). Le point sur le Cadre européen commun de référence pour les langues. Paris : Clé International.

Senécal, I., & Desjardins, J. (2018). La pédagogie active. Retrieved May 6, 2020 from http://innovation.sainteanne.ca/wpcontent/uploads/2018/10/PedagoActive_ Final.pdf.

Slavin, R. E. (1995). Cooperative Learning: Theory, Research and Practice. (2nd ed.). Massachusetts: Simon & Schuster.

St-Jean, M. (2001). L’apprentissage actif. Comment des professeurs engagent leurs étudiants dans un apprentissage actif. Bulletin CÉEFES, Université de Montréal, No 4 (Octobre, 2001), p.1-2.

Su, Pham Duc. (2019). Projet de recherche interuniversitaire régional 2019-2020. Séminaire régional de recherche francophone. Enseignement/apprentissage du et en français : regards croisés. 4 au 6 décembre 2019, Siem Reap, Cambodge.

Wang, M. C., Haertel, G. D., Walberg, H. J. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84(1), 30-44.