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To Like or Not to Like! Student Perceptions of Technological Activities for Learning French as a Second Language at Five Canadian Universities
Abstract

Abstract:

This article examines student attitudes towards and perceptions of technological activities in the language classroom. Data collected from students (n = 71) in the French language departments of five Canadian universities were used to examine which technological activities students preferred, whether and to what degree different activities were judged useful, and how frequently students perceived that they were doing these activities. Four trends emerged. First, students find computer-assisted activities useful. Second, students prefer activities that are less mediated, more based on authentic materials and more like activities they do in everyday life, to didactic activities. Third, students tend to prefer and judge more useful the computer-assisted activities done individually rather than collaborative activities. Finally, it seems that traditional types of computer-assisted activities such as listening, grammar, and vocabulary exercises are more appreciated and judged more useful than are newer types of activities such as blogs and WebQuests. Concluding remarks offer pedagogical suggestions based on these findings.

Abstract:

Le présent article examine les perceptions des étudiants (n = 71) concernant l'utilité des activités technologiques dans la classe de langue, ainsi que la fréquence avec laquelle ils y ont recours et leurs préférences à cet égard. La collecte de données a été menée auprès des départements de français de cinq universités canadiennes. Quatre tendances se dégagent des résultats. Premièrement, les étudiants considèrent que les activités technologiques sont utiles. Deuxièmement, ils préfèrent les activités qui sont basées sur des ressources plus authentiques, plus proches de la réalité quotidienne, aux activités de nature plus didactique. Troisièmement, les étudiants préfèrent les activités technologiques menées individuellement aux activités collaboratives. Enfin, les étudiants semblent juger que les activités technologiques plus traditionnelles, comme les exercices d'écoute, de grammaire ou de vocabulaire, sont plus utiles que des activités de type plus récent comme les blogues. Les auteures examinent les implications pédagogiques de ces résultats.



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