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Apprentissage du français dans une université anglophone au Cameroun : de l’expérience du quasi-synchrone à un nouveau modèle d’intégration des TIC

Abstract : Information and Communication Technologies are now part of the life of many institutions of higher education, secondary education and even primary education. The benefits for these institutions, as well as for teachers and learners are established. However, there are very few cases of experiments carried out in learning Institutions with positive results. This thesis is about integrating ICTs into a French course in the Anglo-Saxon university of Buea in Cameroon. The context in which the course is taught in classrooms makes it difficult for the objectives to be met. Because of the large class size, the little time allocated to the course and the heterogeneous nature of students’ language levels, speaking, writing and interactional skills are not worked out in class. This action research thesis sets out to propose a blended learning set-up that hinges around the university IT Centre. Online classes are articulated with classroom sessions. Thus, students have the opportunity to involve in small groups, in communicative activities and in quasi synchronous mode. These communication modality, very often less studied by CMC researchers, is an efficient alternative to synchronous communication and environments that are very much reliable as far as internet quality is concerned in that part of the world. The general question that has driven the research is: How can a technology instrumented approach help in overcoming difficulties and ease learning? To answer that question, two technology based experiences were carried out. They were guided by a research protocol. Data collected enable me to analyse interactions and determine traces of language acquisition. From the circumstances surrounding the experiments, it is discovered that there are a number of obstacles to the integration of ICT in “low tech context” like that which is studied. The technology-based stet-up pattern is then questioned. This research work goes further to propose mobile learning as an alternative to the ICT integration model that concentrates all the resources in a single location.
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Contributor : Blaise Ngandeu Connect in order to contact the contributor
Submitted on : Tuesday, October 27, 2015 - 6:01:36 PM
Last modification on : Wednesday, February 24, 2021 - 1:32:03 PM
Long-term archiving on: : Friday, April 28, 2017 - 6:36:47 AM


  • HAL Id : tel-01218199, version 1



J. Blaise Ngandeu. Apprentissage du français dans une université anglophone au Cameroun : de l’expérience du quasi-synchrone à un nouveau modèle d’intégration des TIC. Linguistique. Université Blaise Pascal, Clermont 2, 2015. Français. ⟨tel-01218199⟩



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