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

Abstract

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.