In the light of the most recent research on the use of implementation of blended learning techniques in language classes, our study presents the results of a survey aimed at designing a flipped classroom approach adapted to the needs of learners in a reading/writing course in the Algerian university context. We present an evaluation of the method used and its effects on French-as-foreign-language learners, based on the different dimensions proposed within the framework of the Hy-Sup project. In fact, the work done within this framework offers a better understanding of the specific effects of blended learning on the didactic actors (teachers and learners). The results obtained have been encouraging and demonstrate a high degree of satisfaction, whether in terms of presence/distance in the learning relationship, human support, media and mediation processes or the flexibility of the flipped classroom.
Available online: 2023-10-19
Modifié : 2023-10-25
Amer Medjani, A., & Kherra, N. (2023). Entre conception et évaluation d’un dispositif de formation hybride « inversé » en cours de FLE : le cas des étudiantes et étudiants inscrits en L1 en contexte universitaire algérien. International Journal of Technologies in Higher Education, 20(3), 1-19. https://doi.org/10.18162/ritpu-2023-v20n3-01