Attitudes à l’égard de l’intégration de l’apprentissage mixte dans les salles de classe d’EFL :
Le cas des étudiants de deuxième année au Département des lettres et de la langue anglaise, Université de Constantine 1
Mots-clés :
Attitudes, Apprentissage Mixte, Enseignement/Apprentissage Direct En ClasseRésumé
Le présent article a pour but de déceler les attitudes des apprenants des classes d’anglais comme langue étrangère envers l’apprentissage mixte. A cette fin, un questionnaire d’attitude comprenant 3 sections et 36 questions au total est administré à un échantillon aléatoire de 60 étudiants de deuxième année inscrits au département d’anglais à l’université Constantine 1. Les résultats démontrent que les participants éprouvent une attitude positive vis-à-vis l’apprentissage direct en classe (M=3.97/ ET=.91). La moyenne obtenue des indicateurs positifs (M=3.74/ ET=.96) dépasse de loin celle des indicateurs négatifs (M=2.87/ET=1.06), ce qui montre une attitude plutôt positive envers les deux modes d’enseignement/apprentissage en classe d’anglais comme langue étrangère. Ces résultats préconisent de recourir, de temps en temps, à l’apprentissage mixte lors de la conception des modules de cours.
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Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
