Optimiser les conditions de réalisation de modules de e-learning pour favoriser la compréhension orale en contexte universitaire japonais

Abstract

This article focuses on the influence of the conditions for carrying out e-learning modules on the development of oral comprehension skills among Japanese students in a heteroglot environment.How can learners be encouraged to follow the proposed pedagogical scenario? To what extent should activities be framed to promote learner concentration? Finally, is it conceivable to establish clear links between certain implementation factors and the improvement of oral comprehension skills?After a theoretical section highlighting the importance of attention on speech processing, we put forward hypotheses on the possibilities of optimizing the conduct of e-learning activities. We then explain the methodology used to test these hypotheses on three classes subjected to distinct conditions of realization.The analysis of the results suggests, on the one hand, that the presence of a countdown within the exercises increases the concentration of the students and, on the other hand, that a limitation of the number of attempts in the modules promotes the development of listening comprehension. However, the strict restriction of listening possibilities does not seem relevant. The question of other factors involved in the development of this skill requires further study.

Keywords

• listening comprehension
• e-learning
• concentration
• limitations
• countdown timer