Préférences des apprenants face à l’utilisation de la technologie dans l’apprentissage des langues
Abstract Few researchers have examined learners’ preferences for different types of technological activities in the second-language classroom. This study is an initial effort to identify which technological activities are currently used by university-level FSL students in the language classrooms...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Carleton University
2005-12-01
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| Series: | Canadian Journal of Applied Linguistics |
| Online Access: | https://journals.lib.unb.ca/index.php/CJAL/article/view/19776 |
| _version_ | 1818642459886878720 |
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| author | Alysse Weinberg Martine Peters Nandini Sarma |
| author_facet | Alysse Weinberg Martine Peters Nandini Sarma |
| author_sort | Alysse Weinberg |
| collection | DOAJ |
| description | Abstract
Few researchers have examined learners’ preferences for different types of technological activities in the second-language classroom. This study is an initial effort to identify which technological activities are currently used by university-level FSL students in the language classrooms and which activities and formats these learners prefer and find useful. Data was collected from students taking courses in French as a second language in three different universities. A series of questionnaires was used to assess language skills, gather demographical information and elicit preferences for technological activities. Results indicate that, in general, the students have positive perceptions of the technological activities used in their language classroom even though they don’t use them very often. Students report appreciating some technological activities but don’t find them very useful for language learning while other activities are judged useful but are not appreciated by the students. The results are presented as a continuum of activities ranked by their perceived usefulness and student appreciation. These are followed by recommendations for language teachers about the use of these activities in their classrooms. |
| first_indexed | 2024-12-16T23:43:24Z |
| format | Article |
| id | doaj.art-0aa56cbd60db42debc254753f414846a |
| institution | Directory Open Access Journal |
| issn | 1481-868X 1920-1818 |
| language | English |
| last_indexed | 2024-12-16T23:43:24Z |
| publishDate | 2005-12-01 |
| publisher | Carleton University |
| record_format | Article |
| series | Canadian Journal of Applied Linguistics |
| spelling | doaj.art-0aa56cbd60db42debc254753f414846a2022-12-21T22:11:32ZengCarleton UniversityCanadian Journal of Applied Linguistics1481-868X1920-18182005-12-0182211231Préférences des apprenants face à l’utilisation de la technologie dans l’apprentissage des languesAlysse Weinberg0Martine Peters1Nandini Sarma2Universite d’Ottawa ´Universite du Qu ´ ebec ´ a Montr ` eal ´Carleton UniversityAbstract Few researchers have examined learners’ preferences for different types of technological activities in the second-language classroom. This study is an initial effort to identify which technological activities are currently used by university-level FSL students in the language classrooms and which activities and formats these learners prefer and find useful. Data was collected from students taking courses in French as a second language in three different universities. A series of questionnaires was used to assess language skills, gather demographical information and elicit preferences for technological activities. Results indicate that, in general, the students have positive perceptions of the technological activities used in their language classroom even though they don’t use them very often. Students report appreciating some technological activities but don’t find them very useful for language learning while other activities are judged useful but are not appreciated by the students. The results are presented as a continuum of activities ranked by their perceived usefulness and student appreciation. These are followed by recommendations for language teachers about the use of these activities in their classrooms.https://journals.lib.unb.ca/index.php/CJAL/article/view/19776 |
| spellingShingle | Alysse Weinberg Martine Peters Nandini Sarma Préférences des apprenants face à l’utilisation de la technologie dans l’apprentissage des langues Canadian Journal of Applied Linguistics |
| title | Préférences des apprenants face à l’utilisation de la technologie dans l’apprentissage des langues |
| title_full | Préférences des apprenants face à l’utilisation de la technologie dans l’apprentissage des langues |
| title_fullStr | Préférences des apprenants face à l’utilisation de la technologie dans l’apprentissage des langues |
| title_full_unstemmed | Préférences des apprenants face à l’utilisation de la technologie dans l’apprentissage des langues |
| title_short | Préférences des apprenants face à l’utilisation de la technologie dans l’apprentissage des langues |
| title_sort | preferences des apprenants face a l utilisation de la technologie dans l apprentissage des langues |
| url | https://journals.lib.unb.ca/index.php/CJAL/article/view/19776 |
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