Les escamots d'aide sur cédéroms sont-ils bien perçus par les apprenants de langue étrangère ?
When we look into multimedia language tools, we observe that pop-up windows (i.e. those which appear and disappear according to the learner's needs) stand out as specific electronic ploys, pertaining both to hypertext and interactivity. Still, only a few studies seem to have examined in detail...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
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Université Marc Bloch
2003-12-01
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| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/alsic/2239 |
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| _version_ | 1846133978851966976 |
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| author | Nicole Koulayan Sylvain Detey Michel Sagaz |
| author_facet | Nicole Koulayan Sylvain Detey Michel Sagaz |
| author_sort | Nicole Koulayan |
| collection | DOAJ |
| description | When we look into multimedia language tools, we observe that pop-up windows (i.e. those which appear and disappear according to the learner's needs) stand out as specific electronic ploys, pertaining both to hypertext and interactivity. Still, only a few studies seem to have examined in detail the influence of these tools on language learning. This is particularly true for the French-speaking research field, even though recently more and more data have been gathered. In language learning software, most of these pop-up menus are help menus, designed to help students to carry out learning or navigation tasks. It has been mentioned that the way in which students subjectively apprehend these tools has a significant impact on their use of the software. Thus after presenting a literature review, we tackle the issue through a mainly quantitative preliminary survey, with a fairly large and heterogeneous sample of students in France, England and Japan. The results indicate that students appear to be aware of these menus and that they do appreciate them. Future research will involve an in-depth study aimed at assessing the relationship between on the one hand the effective use of and benefit gained from these tools and on the other hand their subjective perception by the students. |
| format | Article |
| id | doaj-art-e4a6ebda46494db0a2a518f47452b762 |
| institution | Kabale University |
| issn | 1286-4986 |
| language | fra |
| publishDate | 2003-12-01 |
| publisher | Université Marc Bloch |
| record_format | Article |
| series | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| spelling | doaj-art-e4a6ebda46494db0a2a518f47452b7622024-12-09T13:26:28ZfraUniversité Marc BlochALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication1286-49862003-12-01610111510.4000/alsic.2239Les escamots d'aide sur cédéroms sont-ils bien perçus par les apprenants de langue étrangère ?Nicole KoulayanSylvain DeteyMichel SagazWhen we look into multimedia language tools, we observe that pop-up windows (i.e. those which appear and disappear according to the learner's needs) stand out as specific electronic ploys, pertaining both to hypertext and interactivity. Still, only a few studies seem to have examined in detail the influence of these tools on language learning. This is particularly true for the French-speaking research field, even though recently more and more data have been gathered. In language learning software, most of these pop-up menus are help menus, designed to help students to carry out learning or navigation tasks. It has been mentioned that the way in which students subjectively apprehend these tools has a significant impact on their use of the software. Thus after presenting a literature review, we tackle the issue through a mainly quantitative preliminary survey, with a fairly large and heterogeneous sample of students in France, England and Japan. The results indicate that students appear to be aware of these menus and that they do appreciate them. Future research will involve an in-depth study aimed at assessing the relationship between on the one hand the effective use of and benefit gained from these tools and on the other hand their subjective perception by the students.https://journals.openedition.org/alsic/2239helplearningeducational softwaresubjectivity |
| spellingShingle | Nicole Koulayan Sylvain Detey Michel Sagaz Les escamots d'aide sur cédéroms sont-ils bien perçus par les apprenants de langue étrangère ? ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication help learning educational software subjectivity |
| title | Les escamots d'aide sur cédéroms sont-ils bien perçus par les apprenants de langue étrangère ? |
| title_full | Les escamots d'aide sur cédéroms sont-ils bien perçus par les apprenants de langue étrangère ? |
| title_fullStr | Les escamots d'aide sur cédéroms sont-ils bien perçus par les apprenants de langue étrangère ? |
| title_full_unstemmed | Les escamots d'aide sur cédéroms sont-ils bien perçus par les apprenants de langue étrangère ? |
| title_short | Les escamots d'aide sur cédéroms sont-ils bien perçus par les apprenants de langue étrangère ? |
| title_sort | les escamots d aide sur cederoms sont ils bien percus par les apprenants de langue etrangere |
| topic | help learning educational software subjectivity |
| url | https://journals.openedition.org/alsic/2239 |
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