Evaluation of a blended language learning environment in a French university and its effects on second language acquisition

Abstract : This article sets out to describe and analyse an ongoing research project concerning a blended language learning programme for first-year Business English undergraduate students preparing a degree in Languages and International Trade at Nantes University, France (660 enrolled students). The paper investigates whether the blended language learning system results in measurable improvements in second language acquisition. It examines how task-based teaching and learning fit into the system and focusses on the impact of using a learning platform on task conception and organisation, and on learner motivation and involvement. Results concerning the evaluation of the system – language assessment, user satisfaction, effectiveness of the system through questionnaires, pre- and post-tests, drop-out rates etc. – are presented and discussed. They rather indicate that linguistic levels have improved for 35% of a sample of students participating in the blended learning programme, however further research needs to be undertaken to determine the specific causes of this improvement.
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Submitted on : Friday, February 17, 2017 - 5:43:32 PM
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Julie Mcallister, Marie-Françoise Narcy-Combes. Evaluation of a blended language learning environment in a French university and its effects on second language acquisition. ASp - La revue du GERAS, revue.org (en ligne) / Bordeaux : GERAS (imprimé), 2011, 59, 〈https://asp.revues.org/2250〉. 〈10.4000/asp.2250〉. 〈halshs-01470794〉

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