Nowadays, a growing number of instructors use information and communications technology (ICT) inside and outside the classroom to teach all kinds of programs, including language courses. The instructor used a traditional way of teaching (lecturing, text-book, conversation, no technology in the classroom, no social network) during the first semester of academic year 2013-2014 (September-January) in a French course for beginners in a Taiwan public university. During the second semester (February-June 2014), the teacher added the use of multimedia and Facebook to teach the same students. They joined a Facebook learning group, which they could access anytime during the second semester; they could notably post, view posts, like, and comment in French and sometimes English (no Chinese). This study analyzes data from the first and second semester to measure students' learning progress and how the group might influence their motivation and change their behavior. Students were expected not only to improve their reading and writing skills, but to increase their knowledge of French culture.
關聯:
The Asian Conference on Education 2016 Official Conference Proceedings, pp.569-585
