Interaction dans un Cours En Ligne de Compréhension de Lecture en Anglais Langue Étrangère
DOI :
https://doi.org/10.17533/udea.ikala.9489Mots-clés :
interaction, lecture EFL, plateforme MOODLERésumé
Cet article décrit les effets positifs et négatifs d'un cours à distance de compréhension de lecture en anglais basé sur quatre modèles d'interaction (Bouhnik et Marcus, 2006 ; Moore, 1989). En tant que méthode de recherche, c’est l'étude de cas qui a été adoptée, ainsi que cinq instruments et les outils de la plateforme Moodle ont été utilisés pour recueillir les informations. Parmi les effets positifs, il y a eu des progrès dans le langage, un accompagnement individualisé, un environnement convivial du système et un nouveau rôle du professeur. Comme effets négatifs, le cours comporte de nombreux exercices, il y a de l'anxiété, le feedback est limité, les étudiants ne sont pas encouragés à interagir les uns avec les autres et il n'y a pas de tutoriel. En conclusion, la recommandation est d'équilibrer un certain nombre d'exercices, de fournir un feedback abondant, d'encourager l'interaction entre les étudiants et de concevoir un tutoriel.
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