L'interaction orale en présentiel et à distance, étude de cas : les étudiants de 1 ère année licence de français
DOI:
https://doi.org/10.70091/Atras/vol06no01.30Keywords:
Enseignement de l’expression orale, FLE, enseignement hybride, enseignement traditionnelAbstract
L’adoption des TICE dans l’enseignement supérieur en Algérie a suscité une réflexion nuancée sur leurs impacts sur les pratiques pédagogiques et les dynamiques d’apprentissage. Une étude comparative menée en 2020 auprès d’étudiants de première année de licence de français à l’université de Saida a mis en évidence des résultats inattendus. Contre toute attente, les séances en présentiel ont montré une participation limitée des étudiants, alors que les séances à distance ont permis une plus grande participation, un constat qui interroge sur les facteurs pouvant expliquer ce phénomène. En revanche, les cours à distance ont favorisé une plus grande implication des étudiants, notamment grâce à la flexibilité qu’ils offrent. Lors des débats, les étudiants avaient tendance à faire des interventions plus longues lorsqu'ils participaient à distance par rapport à celles effectuées en présentiel. Toutefois, les débats en présentiel étaient caractérisés par un plus grand nombre d'interruptions, ce qui restreignait la parole des étudiants. Dans les deux modalités, la motivation des étudiants est apparue élevée, mais elle semblait renforcée en distanciel, notamment en raison de la fréquence des échanges. En résumé, l'apprentissage à distance favorise et encourage une interaction verbale entre les étudiants plus fréquente et plus stimulante. Notre étude porte sur l’interaction verbales des étudiants de première année licence de français à l’université de Saida, Algérie, dans l'enseignement hybride, une approche combinant enseignement à distance et présentiel. Elle compare le niveau de participation des étudiants, la durée des interventions lors des débats, le nombre d'interruptions et la motivation des étudiants dans les deux contextes.
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