« Source de stress » ou « Oasis de paix » : perceptions des étudiants sur l'évaluation dans un cours de phonétique anglaise présentiel et en ligne
DOI :
https://doi.org/10.17533/udea.ikala.v26n3a09Mots-clés :
évaluation, phonétique anglaise, perceptions des étudiants, enseignement en ligne, TIC, COVID-19, anglais langue étrangèreRésumé
Le besoin soudain de passer de l’enseignement traditionnel en classe à l’enseignement et à l’évaluation en ligne, en raison de la pandemie de covid-19, a posé des défis considérables non seulement pour les enseignants, mais aussi pour les étudiants. L’étude de méthode mixte présentée dans cet article a comparé les réponses cognitives, affectives et comportementales des étudiants universitaires polonais aux évaluations données dans deux cours pratiques de phonétique anglaise au cours d’un semestre présentiel et d’un semestre en mode virtuel. Les données quantitatives ont été recueillies à l’aide d’un questionnaire en ligne composé de trois catégories d’échelles sémantiques différentielles. Les données qualitatives ont été obtenues via dessins, des enquêtes à questions ouvertes et des entretiens individuels avec les étudiants. Les résultats des tests t ont montré des différences importantes dans les perceptions des étudiants en termes d’aspects cognitifs et comportementaux. Les données qualitatives ont révélé que bien que les étudiants aient apprécié l’évaluation formative dans le cours, le mode virtuel a affaibli leur engagement et leur intérêt pour les commentaires. Il a également été observé que les perceptions des étudiants vis-à-vis de l’évaluation en face-à-face et virtuelle ont été largement déterminées par leurs différences individuelles et leurs préférences d’apprentissage. L’étude met l’accent sur l’importance d’employer des techniques pour atténuer l’anxiété dans les cours en face-à-face et virtuels et sur la nécessité de promouvoir les compétences d’apprentissage autonome chez les étudiants de premier cycle.
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