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Apprendre une langue en ligne dans une perspective actionnelle. Effets de l'interaction sociale

Abstract : Students in Higher Education are usually assessed individually, even when they learn in small tutored groups in collaborative distance-learning set-ups. Babbelnet is one of such set-ups. It is an e-learning environment for second language acquisition (L2) and it is based on the European action-oriented approach fostered by the Council of Europe. One of its aims is to prepare students for the national certification (CLES) which is currently being introduced in French universities. This research intends to study the efficiency of the action-oriented approach in a collaborative set-up. Our hypotheses are 1) that the pedagogical scenario proposed by Babbelnet allows students to learn efficiently how to achieve specific academic tasks in L2 (e.g. a précis); 2) that the interaction between peers makes collaborative learning more efficient than individual learning; 3) that the quality of individual learning within a group nevertheless depends on the quality of the interaction taking place between group members.
Two experimental studies compare two batches of students, one learning collaboratively within a tutored group and one learning individually with a tutor via the internet. Our study analyses student achievement in a pre-training test and a post-training test, two tasks accomplished during the training period, answers given to questionnaires, and social interaction.
Our hypotheses can only partly be confirmed. During the training period, the quality of collaborative work varies greatly between groups, which is probably due to group leadership idiosyncrasies. In general, student performance in a collaborative set-up is better during the training period, but post-training test results are not significantly higher than pre-training test results. This means that collaborative learning allows for better task performance but not for better acquisition than the individual set-up, at least with regard to the observed task and contexts. Learning outcomes seem to depend more on the presence of a tutor than on the learning set-up (collaborative vs. individual learning).
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Contributor : Elke Nissen Connect in order to contact the contributor
Submitted on : Wednesday, April 12, 2006 - 10:58:16 AM
Last modification on : Thursday, March 24, 2022 - 10:20:02 AM
Long-term archiving on: : Saturday, April 3, 2010 - 10:16:09 PM


  • HAL Id : edutice-00001449, version 1



Elke Nissen. Apprendre une langue en ligne dans une perspective actionnelle. Effets de l'interaction sociale. Education. Université Louis Pasteur - Strasbourg I, 2003. Français. ⟨edutice-00001449⟩



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