Contributions and Limits of Distance Learning to Oral Expression in a FLE/FFL Course: (Teams Platform Case)
DOI:
https://doi.org/10.14571/brajets.v18.nse1.11-21Keywords:
oral expression, FLE, action approach, distance learningAbstract
Following the alleviation of the health crisis, many researchers recommended the preservation of the synchronous teaching mode in the teaching/learning process. In light of this development, many of the paradigms governing the field of education have shifted to include new technologies in education to a greater extent. In this context, foreign language teaching has in turn undergone significant changes. Classical and traditional methods and face-to-face teaching, while still functional and relevant, have been supplemented by ICT, which optimizes school activities and extends the learning environment into the digital realm, including the distance aspect of synchronous mode. However, the adoption of this mode is detrimental to one of the main components of this teaching - oral expression; participative and interactive in nature, the latter risks losing these main characteristics when carried out remotely if proper integration is not put in place. To guarantee this, it is necessary to continue adopting effective pedagogical strategies in face-to-face teaching of oral expression and transpose them to distance learning. Therefore, this work is based on the goal of observing the progress of the oral expression activity remotly, in order to identify the contributions and limits of this mode to this type of activity. To this end, the first part of this work will establish a theoretical foundation explaining the evolution of the didactics of oral expression, and then identify the place of the task of this discipline in distance mode. In the second part, the context of the study, the target audience and module, and the method and tools used are explained. Finally, after analyzing the advantages and disadvantages identified in the remote oral expression activity, we will offer some suggestions for integration based on our analysis of this observation.
References
Aslan, A. (2021). Problem-based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education.
Assilkhanova, M., Tazhbayeva, S., & Ilimkhanova, L. (2014). Psychological aspects of pedagogical communication. Mediterranean Journal of Social Sciences, 5(20), 2726.
Belt, E. S., & Lowenthal, P. R. (2023). Synchronous video-based communication and online learning: An exploration of instructors’ perceptions and experiences. Education and Information Technologies, 28(5), 4941-4964.
Bernard, R. M. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of educational research, 74(3), 379-439.
Blanié, A. (2022). Intérêt des jeux sérieux pour la formation des professionnels de santé au raisonnement clinique et à la prise de décision. Pédagogie Médicale, 23(2), 135-140.
Celik, C., & Mangenot, F. (2004). La communication pédagogique par forum: caractéristiques discursives. Les Carnets du Cediscor. Publication du Centre de recherches sur la didacticité des discours ordinaires, (8),, 75-88.
De l'Europe, C. (2003). Cadre européen commun de référence pour les langues: apprendre, enseigner, évaluer. Council of Europe.
Durand, M. J., & Poirier, S. (2012). La recherche collaborative au service du développement professionnel en ligne. Éducation et francophonie 40(1), 119-137.
Gagnon-Tremblay, A., & Turcotte, J. (2021). Le contexte de la pandémie mondiale comme possible source d’innovation: apprentissage expansif et résolution de contradictions. Revue internationale du CRIRES, 5(2),, 63-73.
Garbarino, S., & Lesparre, G. (2024). Comment former une communauté d’apprentissage par et pour la communication multilingue. Analyse SWOT du dispositif COIL “UCIL-IC”. Recherches en didactique des langues et des cultures. Les cahiers de l'Acedle, 1(22-1).
Leont'ev, A. A. (1979). Pedagogicheskoe obshchenie [Pedagogical communication]. Moscow: Znanie.
Macedo-Rouet, M. (2009). La visioconférence dans l’enseignement: ses usages et effets sur la distance de transaction. Distances et savoirs, 7(1), 65-91.
Mailles-Viard Metz, S. (2015). L’aide du numérique aux activités d’auto-évaluation. Revue internationale de pédagogie de l’enseignement supérieur, 31(3).
Marcelli, A., Gaveau, D., & Tokiwa, R. (2005). Utilisation de la visioconférence dans un programme de FLE: tâches communicatives et interactions orales. Alsic. Apprentissage des langues et systèmes d’information et de communication, 8(3), 185-203.
Marchand, L. (2001). L’apprentissage en ligne au Canada: frein ou innovation pédagogique? Revue des sciences de l'éducation, 27(2), 403-419.
Martin, M. (2005). Seeing is believing: The role of videoconferencing in distance learning. British Journal of educational technology, 36(3), 397-405.
Mehdiyev, E. (2020). Using Role Playing in Oral Expression Skills Course: Views of Prospective EFL Teachers. International Online Journal of Education and Teaching, 7(4), 1389-1408.
Microsoft. (2023). Présentation de Microsoft Teams. Récupéré sur https://support.microsoft.com/fr-fr/office/pr%C3%A9sentation-de-microsoft-teams-59b4cf2f-84ef-4a41-860a-37d3b9af09d3: https://support.microsoft.com/fr-fr/office/pr%C3%A9sentation-de-microsoft-teams-59b4cf2f-84ef-4a41-860a-37d3b9af09d3
Microsoft. (2023). Miscroft Teams Blog : Announcing general availability of the new Microsoft Teams app for Windows and Mac. Récupéré sur https://techcommunity.microsoft.com: https://techcommunity.microsoft.com/blog/microsoftteamsblog/announcing-general-availability-of-the-new-microsoft-teams-app-for-windows-and-m/3934603
Niu, R. (2020). An Ecological Perspective on EFL Learners’ Oral Communication. Speaking English as a Second Language: Learners' Problems and Coping Strategies, 75-101.
Nejdi, A. I., FATAH, O., & HAKMAOUI, A. N. (2024). Les technologies mobiles au service de l’apprentissage du FLE dans le contexte universitaire marocain:: Étude de Cas du cours LC à l'université Ibn Tofail. Revue Takwine des études éducatives et des recherches de l'innovation pédagogique, 2(01), 154-167.
OFPPT. (2020). L'OFPPT lance la formation à distance. Récupéré sur https://www.ofppt.ma/fr/actualites/lofppt-lance-la-formation-a-distance.
OFPPT. (2019). Nos offre de formation. Récupéré sur ofppt.ma: https://www.ofppt.ma/fr/nos-formations
OFPPT. (2019). objectifs. Récupéré sur ofppt.ma: https://www.ofppt.ma/fr/objectifs
Ould Benali, N., Boukerchi, L., & Cortier, C. (2021). L’enseignement à distance en licence de FLE: quels objets d’enseignement pour quels objectifs d’apprentissage. Compte rendu d’une expérience et proposition d’une démarche pour un meilleur enseignement hybride. Multilinguales, (spécial).
SERRAR, M., & IBRAHIMI, A. (2024). COMMENT PRÉSERVER L’INTERACTIVITÉ DE LA COMMUNICATION PÉDAGOGIQUE DANS UNE CLASSE DE LANGUE ÉTRANGÈRE EN MODE SYNCHRONE ET ASYNCHRONE? (CAS DE L’USAGE DE « TEAMS » ET « ALTISSIA » DANS UNE CLASSE DE FLE). Journal des Sciences de l'Information et de la Communication, 1(2), 114-130.
Van den Branden, K. B. (2009). Task-based language teaching: introducing the reader. John Benjamins Publishing Company, 1-13.
Xie, Y. (2023). The Effectiveness of a Role-Play Activity in Improving EFL learners’ Communicative Skills. Journal of Education and Educational Research, 6(2), 32-35.
Zhao, Y. (2021). Difficultés et bénéfices du passage à distance d’une formation en FLE en contexte pandémique.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Serrar Marwan, Chinkhir Btissam, Ibrahimi Ahmed
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.