Opportunities and challenges in distance French learning: the case of a group of beginner students during the Covid-19 pandemic

Main Article Content

Romain Benassaya

Abstract

The objectives of this study were to explore the learning experience of a group of 73 students who have studied French integrally online during one semester, due to the Covid-19 pandemic. Their level of satisfaction has been measured, then a thematic analysis was conducted to identify aspects of distance learning that were sources of difficulties for them, and which require a remediation, and those having a meliorative dimension, and should be maximized. The results indicated that the participants to the study perceive distance teaching of French as moderately satisfying and suggest that the feeling of isolation and the quality of interactions during distance classes are the main source of difficulties and unsatisfaction for them. Contextual and technical aspects of distance learning were also identified as sources of difficulties. The positive aspects of distance learning of French mainly related to the flexibility and opportunities offered by the technical mediation of teaching. This diagnostic allowed the researcher to determine orientations for effective and satisfying distance teaching of French as a foreign language.

Article Details

Section
Research Articles

References

Al-Azawei, A., Parslow, P. & Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM). Australasian Journal of Educational Technology, 33(2).

Barak, M. (2012). Distance education: towards an organizational and cultural change in higher education. Journal of Enterprising Communities: People and Places in the Global Economy, 6(2), 124-137.

Barras, H., & Dayer, E. (2020). L’évaluation formative comme soutien aux étudiants lors d’un basculement en urgence dans un enseignement à distance. Évaluer. Journal international de recherche en éducation et formation, Numéro Hors-série, 1, 25-33.

Barneva, R. P., Gelsomini, F., Kanev, K. & Bottoni, P. (2018). Tangible Technology-Enhanced Learning for Improvement of Student Collaboration. Journal of Educational Technology Systems, 46(3), 284–302.

Bower, M., Dalgarno, B., Kennedy, G.E., Lee, M.J. & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: outcomes from a cross-case analysis. Computers & Education, 86, 1-17.

Broadbent, J. & Poon, W. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review Article. The Internet and Higher Education, April 2015.

Cheng, F., Chiu, C., Wu, C., Tsaih, D. (2017). The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system. Library Hi Tech, 35(4), pp. 473-489.

Cicurel, F. (2002). La classe de langue un lieu ordinaire, une interaction complexe. Acquisition et interaction en langue étrangère, (16), 145 164. Retrieved July, 26, 2021 from https://journals.openedition.org/aile/801

Cunningham, J. M. (2015), Mechanizing people and pedagogy: establishing social presence in the online classroom, Online Learning, 19(3), 34-47.

Grosbois, M. (2019). Exploring the effects of different types of online corrective feedback to foster EFL learning. In Interdisciplinary views on education and professionalization: Transnational Voices on Future Directions in Higher Education, Jan, 25, 2019, The University of Arizona, Tucson, United States.

Guichon, N. et Tellier, M. (2017). Enseigner l’oral en ligne. Une approche multimodale. Paris: Didier.

Jacquinot-Delaunay, G. (2001). Le sentiment de présence. Deuxièmes Rencontres Réseaux Humains / Réseaux Technologiques, 183 191. Retrieved July, 26, 2021 from http://rhrt.edel.univ-poitiers.fr/documentb52f.html?id=773

Kruger-Ross, M.J. and Waters, R.D. (2013). Predicting online learning success: applying the situational theory of publics to the virtual classroom. Computers & Education, 61, 176-184.

Kuo, Y. C., Walker, A. E., Belland, B. R., & Schroder, K. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distance Learning, 14(1), 16-39.

Montoya, J. (2020). UNESCO Institute for Statistics Regional Meeting: Pacific Countries, UNESCO. Retrieved July, 26, 2021 from http://tcg.uis.unesco.org/wp-content/uploads/sites/4/2020/05/UIS-Regional-Meetings_Final_Pacific.pdf

Moore, M.G. & Kearseley, G. (1996). Distance Education: A Systems View, Wadsworth, Belmont, CA.

Oxford, R. (2003). Language learning styles and strategies: Concepts and relationships. IRAL 41, 271–278.

Peraya, D. (2011). Un regard sur la distance, vue de la presence. Distance et savoirs, 9(3), 445-452. Retrieved October, 10, 2021 from https://www.cairn.info/revue-distances-et-savoirs-2011-3-page-445.htm

Peraya, D. (2018). Technologies, innovation et niveaux de changement : les technologies peuvent-elles modifier la forme universitaire ? Distances et médiations des savoirs, 21. Retrieved October, 10, 2021 from http://archive-ouverte.unige.ch/unige:103298

Peraya, D. (2020). Infox#13 : « le e-learning, c’est avant tout une question de maîtrise d’outils techniques ». Blog du Laboratoire d'Innovation Pédagogique, Université de Fribourg. Retrieved October, 10, 2021 from http://archive-ouverte.unige.ch/unige:135048

Perriault, J. (2002). L’accès au savoir en ligne. Paris, O. Jacob, coll. Le champ mediologique

Sahin Kızıl, A. (2017). EFL Learners in the Digital Age: An Investigation into Personal and Educational Digital Engagement. RELC Journal, 48(3), 373–388.

Sarker, F. H., Al Mahmud, R., Islam, S., Islam, K. (2019). Use of e-learning at higher educational institutions in Bangladesh Opportunities and challenges. Journal of Applied Research in Higher Education, 11(2), 210-223.

Singh, G. (2016). Challenges for teachers in the era of e-learning in India. Scholedge International Journal of Multidisciplinary & Allied Studies, 3(2), 14-18.

Suresh, T. (2015). Connecting Universities: Future models of higher education. Economist-Intelligence Unit report produced for the British Council. Retrieved July, 26, 2021 from https://www.britishcouncil.org/sites/default/files/new_university_models_jan2015_print.pdf

Tellier, M. (2008). Dire avec des gestes. Le Français dans le monde. Recherches et applications, 44, 40 50.

United Nations (August 2020). Policy Brief: Education during COVID-19 and beyond. United Nations. Retrieved July, 26, 2021 from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf

Vuopala, E. Hyvönen, P. Järvelä, S. (2016). Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments. Active Learning in Higher Education, 17(1), 25-38.

Wei, C. W. & Chen, N.S. (2012), A model for social presence in online classrooms. Educational Technology Research and Development, 60(3), 529-545.

Weng, C., & Tsai, C. (2015). Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage. Australasian Journal of Educational Technology, 31(2), 177–192.

Weissberg, J.-L. (2001). Entre présence et absence. Outils de communication et présence humaine. In Actes des Deuxièmes Rencontres Réseaux Humains / Réseaux Technologiques, 31 39. Retrieved July, 26, 2021 from http://rhrt.edel.univ-poitiers.fr/document9a31.html?id=429

Wu, J.-H., Tennyson, R. D., & Hsia, T.-L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155–164.

Znaidi, A. (2019). La métacognition au service de l’apprentissage du FLE en contexte plurilingue (États-Unis). Amerika, 19. Retrieved July, 26, 2021 from http://journals.openedition.org/amerika/11135