1In most French universities, language policies are under construction and we may question the role to be played by Language Centres (LC), associated with the evolution of technology, its effect on language learning with the development of new kinds of practice, including informal or non-formal language learning (Mangenot, 2011) and the way an autonomous learning process can be reinforced in such a context.
- 1 ALADIN stands for "Apprentissage, Langue, Autonomie, Dispositif, Institution, Numérique", which con (...)
2As a fragile and complex object, the LC is described by Rivens Mompean (2013) as a system in which the process in movement through time has led to a "mega system" that articulates several types of learning environments (several systems) rather than a single system of its own. This modelisation and its adaptation (Macré, 2015) by articulating the six poles of ALADIN1 can take into account the dynamic and temporal influence of the three levels of analysis (micro, meso, and macro) on the evolutionary pedagogical situation(s) and by so doing gives a more comprehensive view of the process in hand. We propose that the LC can take on the role of intermediary or middleman and interactional support if it aims at providing the help necessary to render the process and interaction of the different poles operational in a systemic approach (Morin, 1990).
3In the first part, after giving a brief account of the context, we outline the theoretical framework which relates to the LC and the development of learner autonomy. Then we discuss the methodology used and present our analysis of the data. Finally, we discuss the pedagogical implications of the study and their impact on the creation of future LC structures.
4The study concerns a group of second-year psychology students enrolled in a blended learning course at the University of Lille 3 in which they were required to develop their learner autonomy by doing at least twelve hours' work outside of the classroom.
5At the very beginning of the semester, students were required to undergo a placement test (ELAO, DIALANG). Out of the twelve two-hour lessons, two were reserved for tutoring sessions to accompany the students at the beginning (to help fix objectives) and in the middle of the semester. Ten to fifteen minutes were also set aside at the beginning of each lesson to answer any questions and offer specific guidance (methodology).
6In line with Holec (1979), Barbot and Camatarri (1999) or Little (2015), it is widely accepted that taking responsibility for one's learning leads to "better language learning." However, studies have also underlined that the skills necessary to become an efficient learner are acquired over time and are part of a process. For these students it was their first year in a self-directed learning system. This is the reason why they were invited to carry out two tasks, one that they could choose (skills, level, resources, and subjects) and another that was more structured, based on Certif'langues, a learning environment developed locally following the CLES (Certificat de compétences en langues de l'enseignement supérieur) certificate format.
7During the first lesson, a presentation of the LC was given to the students to explain its role and the type of activities available to them. Teachers were asked to emphasize the social aspects of the LC. These include the advantages of watching and discussing films or series with their fellow students, attending the various programmed language workshops, interacting with tutors and/or participating in tandem sessions (regular face-to-face exchanges with a foreign student from the campus) or teletandem sessions (regular distance interactions via Skype with a student abroad). Students were then requested to visit the LC at least once to register and gain access to the LC database. To do so, each student was given a demonstration by the LC monitors on how to use the platform. They were also informed that once they were registered they could access the database from their own homes. Films are only available at the LC and unlimited Internet access is given on request when working at the LC.
8The language centre provides two categories of resources: human resources which are essential for social and relational aspects, and material resources, which consist in the physical space of the LC, with its technical aspect and the pedagogical material offered. Poteaux (2007: 78) defines the LC as an "open" structure:
the LC offers language training in a number of pedagogical forms including the use of ICTE (Information and Communication Technologies for Education) with diversified work modalities: alone, in a group with or without a teacher, offering flexible schedules (our translation).
le Centre de Ressources en Langues propose une formation organisée autour de supports pédagogiques variés (dont les TICE), avec des modalités de travail diversifiées, seul, en groupe, avec ou sans enseignant, offrant une souplesse de fréquentation et d'horaires.
9In the reception area monitors greet students, register their presence and answer any technical questions they might have, including a demonstration of the database. Tutors (native speakers who have teaching experience and who have undergone a special training), can meet with students in the dedicated tutor area (21 languages represented), to discuss methodology or improve students' oral interaction. They can attend regularly-held theme-focused conversation workshops, or also get acquainted with the format of the CLES certificate. Otherwise, they can work in groups at the tables or in the dark rooms to discuss or watch films and series between themselves or freely with a tutor. Students can also meet the person in charge of (tele)tandem to find out how it works and sign up to find a partner either at the university (foreign students on exchange) or abroad (via a list of our overseas partners) to interact with.
10The LC is a physical space which includes a reception area, a large room with computer stations, and a few tables as well as some smaller dark rooms equipped with television screens and dedicated spaces for tutor-student discussions. A large range of videos in original version with the option of English subtitles are available on request (not on line) at the reception desk. Other resources on the LC database have been chosen for their pedagogical interest (eg grammar sites which provide feedback to answers, audio documents which provide transcripts and vocabulary work) and are grouped by skill and/or level so that students can find material which suits their needs very quickly. Certain resources are grouped by theme (preparation for the CLES B1 or B2 or speciality eg psychology, art, history, etc.) and students are also given the option to record any favourites they wish to work from regularly. Once registered, the students are therefore free to access the database from their computers or from the computers at the LC requiring no further help from the monitors unless they have a technical problem. A built-in logbook registers the sources chosen, the time spent working on them and, by inviting students to note down any difficulties, encourages reflexion on the work carried out.
11Starting from more global questions which concern the role of the LC today and how it supports language learning, we very quickly arrive at more specific research questions regarding the actual usage of the space (technical and material, social and relational aspects) and the students' representations of the LC and of self-directed learning. How can they be taken into account? What support should the LC offer? To answer these questions, the specific status of the LC needs to be clarified before focusing on two notions that are autonomy and social interaction, which are not contradictory at all but in our opinion should rather be seen as complementary (Cappellini, Lewis & Rivens Mompean, 2017).
- 2 Our translation: "Mediation that organises more or less rigorously relationships between humans and (...)
12The LC provides a learning environment, a learning system better described in French as "dispositif." The concept of "dispositif" articulates both the context which is offered to the users and actual usage, which is exactly what we intend to observe. As such, a "dispositif" can be considered as the space that provides "un moyen de médiation qui organise de façon plus ou moins rigoureuse, un champ de relations fonctionnelles entre humains et outils, buts et moyens, intentions et action". (Linard, 2002).2
- 3 Our translation: "Complexity consists in escaping the alternative between the reductionist mode of (...)
13The environment can be considered as the combination of material and technical aspects with social and relational elements that may influence the frequency with which the learning space is used (Poteaux, 2007). This flexibility is also implied by Spear and Mocker (1981) when they refer to the notion of "organizing circumstances" that implies that the learning act is linked to the combination of organizing factors external to the learner that may influence his or her practice, emphasizing the "social-physical environment which seems to provide structure for behavior" (Spear & Mocker, 1981: 17). Furthermore, the flexible and adaptive structure of the LC provides a systemic dimension (Morin, 1990) that is illustrated in the ALADIN model provided by Rivens Mompean (2014). By magnifying the specific parts of this environment, the adapted version of the model (Macré, 2015) provides the necessary focus to understand and explain any underlying tensions within the global structure. Indeed, it is by focusing on the global environment that the individual effects of the more complex parts, (macro, meso, and micro) which make up this environment can be apprehended. "La complexité… c'est d'échapper à l'alternative entre la pensée réductrice qui ne voit que les éléments et la pensée globaliste qui ne voit que le tout" (Morin, 1990: 135)3. How the space is apprehended depends therefore on the learner's ability to perceive, organize, and carry out specific actions. The learner's behaviour reflects on skills that require a certain learner autonomy.
14We consider learner autonomy as a process that should go from responsibility and control to social support and interaction. Since autonomy or self-directed learning was first defined by Holec (1979), society has evolved. Although it is now widely accepted that taking control and being responsible for one's learning leads to better language learning (Benson, 2001), studies have also underlined the need to take other psychological and social factors into account if the goal of becoming autonomous, identified as a process and not a state, is to be reached (Barbot & Camatarri, 1999).
15In her definition, Linard (2003: 247) underlines these factors and emphasizes the need to develop certain skills such as attention, auto-control, self-confidence that are not innate.
Autonomy is a high level skill, cognitive but also psychological and social which involves other qualities such as noticing, self-monitoring, intelligence, self-esteem, and connection/interaction/relation(ship) that few people entirely possess naturally (our translation).
L'autonomie est une capacité de haut niveau, cognitive, mais aussi psychologique et sociale, qui implique des qualités d'attention, d'autocontrôle, d'intelligence, de confiance en soi et de relation que peu d'individus possèdent ensemble à l'état naturel (Linard, 2003: 247).
16Others, such as Dörnyei (2001) with his dynamic process-orientated perspective of motivation, Zimmerman (2002) with his self-regulation model, and Raby (2007) with her adapted definition of motivation to include ICT have also underlined the need to take into account the internal and external motivational factors that influence the completion of the task. They also emphasise the cyclic activities or stages involved in its appropriation: interpreting, redefining, apprehending, carrying out, and evaluating the result.
17Taking into account these psychological aspects that can block the learning processes, the tutor's role has become an essential part of helping the learner to develop his autonomy (Gremmo, 1995). As he/she advises and counsels the learner, his/her objective is to accompany and offer the social mediation that will help him/her overcome the identified difficulties that working in an autonomous environment entails. As previously stated and underlined in a number of studies (Barbot & Camatarri, 1999; Gremmo, 1995; Macré, 2014; Rivens Mompean & Eisenbeis, 2009), the self-directed learning process of "autonomisation" requires students to develop new skills that are not innate. However, these studies also indicate that development will occur only if representations are modified.
18We think, therefore, that more emphasis should be placed on other types of social mediations that are not considered as important enough in the representations of both learners and teachers, which is the role of social interactions in the autonomisation process. Thus, there is a need for change of representation.
19Social mediation can be defined in keeping with socioconstructivist theories (Vygotsky, 1978; Lantolf, 2000), as:
the whole process (based on personal experience of the actual social interaction) by which a person or a group of people (teachers, parents, friends) are placed between the learner and what he/she is to acquire to facilitate the learning (our translation).
l'ensemble des processus (fondés sur l'expérience personnelle du réel et l'interaction sociale) par lesquels une personne ou un groupe de personnes (les enseignants, les parents, les amis) s'intercale entre le sujet apprenant et les savoirs à acquérir pour lui en faciliter l'apprentissage (Bélisle, 2003: 24).
- 4 Our translation: "The notion evolves from mediation towards helping the learner to reach a specific (...)
- 5 Our translation: "The notion evolves from mediation towards encounter: to be with the other one, on (...)
- 6 Our translation: "The centre for language research and pedagogical applications."
20Ciekanski (2011: 11) makes two further distinctions: firstly, "un guidage relevant d'une logique de contrôle dans la mesure où la médiation conduit l'apprenant vers des savoirs à apprendre prédéfinis (un aller vers)"4 where mediation is predefined and helps the learner "to go towards" a goal, which resembles Bruner's "scaffolding", and secondly where it is defined as "la notion de médiation vers celle de rencontre : être avec l'autre, sur son chemin à lui à un moment donné (un être avec)"5 (ibid.), the latter being more in line with the non-directive counseling given by the CRAPEL (Centre de recherches et d'application pédagogique en langues)6.
21The "organizing circumstances" (Spear & Mocker, 1981) that the LC offers, cause us to believe that the variety and types of mediation should all be acknowledged. The use of one or the other depends on the context in hand, which is in constant movement.
22It should be emphasized that the definitions can refer to officially trained tutors but as Lantolf (2000) and others have underlined, experts and non-experts can also be found amongst the students themselves helping each other out at any point in time.
Second language learners appear quite capable and skilful at providing the type of scaffolded help that is associated in the developmental literature with only the most noticeable forms of expert-novice interaction (...). It appears useful, therefore to consider the learners themselves as a source of knowledge in a social context (Donato, 1994: 52).
23Oral interactions offer the possibility to not only reflect on the learning process but to reinforce language acquisition and appear as "a means of accomplishing social interaction and of managing mental activity" (Ellis, 2003: 176).
24In light of the emergence of new information technologies and communication, the learning environment is in constant evolution (eg web 2.0). It has been criticized that sociocultural theories (Vygotsky, 1978; Lantolf & Thorne, 2006) were based, for the most part, on social interactions in language classrooms (Murray, 2014) and as a result do not, for the most part, take into account the interactions and collaboration (formal and informal) made outside of the classroom.
25For the purpose of this paper, the issue is not how these interactions interplay in the autonomisation processes but rather what types of interactions take place.
26To investigate the role played by the LC in fostering social interactions the following research questions were asked:
RQ1: How is the LC used by the students?
RQ2: What are the students' representations of the LC?
RQ3: What are the students' representations of self-directed learning?
27As previously stated, the study concerns a group of second-year (L2) psychology students enrolled in a blended learning course at the University Lille 3, the year before. In addition to improving their English, they were required to develop their learner autonomy by doing at least 12 hours' work outside of the classroom (in addition to 24 hours' work in class).
28Students were invited to participate in the research to help improve the LC and better cater to their needs. It was also pointed out that, as psychology students, it would be a good opportunity for them to participate in a research project. Out of the possible three hundred and sixty students registered to take the course, a total of 92 answered the online questionnaires, among which eight students volunteered to participate in semi-structured interviews providing us with the opportunity to confront students' answers to the questionnaires. Placement tests, carried out at the beginning of the course, indicated that 65 of the students (70%) who answered the online questionnaire were at an A1-B1 level and 15 (16%) were at the B2 level; 12 students (13%) did not indicate their level. Out of the eight students who participated in the semi-structured interviews, seven were at an A1-B1 level and one was at the B2 level. The average age of both groups of participants is 21.
29Two methods of data collection were implemented to answer the research questions: semi-structured interviews and online questionnaires.
30To obtain information concerning students' attendance of the LC, the number of times students visited the space and for what reasons, both quantitative and qualitative data (according to Bardin, 1977; Blanchet & Gotman, 1992) were collected using an online questionnaire (Appendix 1) which included 39 questions of which 12 were open questions (requiring justification or suggestions). We then crossed these data with the students' representations of the LC, which were obtained by asking students to summarise the LC in a few words (question 9 of the questionnaire). To obtain data concerning students' representations of self-directed learning we applied the same method to open questions which were obtained by asking students to give their opinions, based on their experience, about the advantages and disadvantages of self-directed learning. They were also asked whether they liked working this way or not and invited to justify their answers.
31To back up the data obtained from the questionnaire by allowing students to speak more freely (Piaget, 1926: IX; Blanchet & Gotman, 1992: 10) about the subjects addressed, semi-structured interviews were carried out. The interviewers were all instructed to follow the same guidelines (Appendix 2). Seven open questions concerning the interviewees' use of the LC and their opinions about working in a self-directed environment were also given. The interviews lasted from 20 to 45 minutes. They were conducted face to face and recorded. The data were then transcribed.
32Using content analysis (according to Bardin, 1977) and in order to make our analysis as objective as possible, both authors carried out a first analysis of the data to find recurring themes. By comparing our results, we were then able to categorise the answers. These results were then cross-referenced with the quantitative and qualitative data from the questionnaires. We then focused either on the use and the representations of the LC or on the representations of self-directed learning.
33In this section, we will present the results of our study. It should, however, be noted that some students did not answer all or part of the questions, which is marked as "no answer" in the questionnaire. It explains the fluctuation in the total number of students answering specific questions. This is in contrast to "no opinion" answers, where the student actively indicates his/her desire to not give an opinion on a particular subject.
34Data show (Table 1) that very few students actually worked regularly at the LC itself. One of these visits includes their registration to gain access to the online resources. This is in contrast to the large number of students who claim using the resources through the database at a distance (Table 2). These results indicate that the online LC resources are used but that students do not make use of the other resources offered by the LC.
Table 1–Students who work at the LC.
N° of students who access the LC resources from the LC
|
Often
|
3
|
3%
|
Little
|
11
|
12%
|
Rarely
|
38
|
42%
|
Never
|
39
|
43%
|
Table 2–Students who access the LC resources from outside of the LC.
35In order to investigate the reasons for attending the LC, students were asked whether they liked to go or not and to justify their responses (Table 3); 85 students (92%) said they preferred to work from home and only five (5%) from the LC, which confirmed previous answers (Tables 1 and 2). When asked why, 80 students (86%) said they found it inconvenient to go and only eight (8.5%) convenient and useful.
Table 3–Students who like attending the LC.
N° of students who like going to the LC
|
No
|
47
|
51%
|
No opinion
|
15
|
16%
|
Yes
|
20
|
22%
|
No answer
|
10
|
11%
|
36In light of these results, we focused on the reasons given for liking the LC or not, and classified them according to four themes: the atmosphere, the time spent there, motivation, and resources. We then realized that some of the topics could be divided further into two subcategories. Those referring to the physical and technical aspects and those referring to the social and relational aspects. Table 4 below summarizes the results obtained. It should be noted that there is no quantitative data here: no calculation by number of occurrence but rather a selection of the different topics found.
Table 4–Why students like or do not like visiting the LC.
Themes
|
Categories
|
Like visiting the LC
|
Don't like visiting the LC
|
Atmosphere
|
Physical space
Technical equipment/resources
|
Pleasant or cosy atmosphere
|
Not comfortable, not enough space, poor location
|
|
Atmosphere
Social and relational aspects
|
A calm and peaceful atmosphere
|
Too much noise
|
|
Interactions
Social and relational aspects
|
Convivial, friendly people
|
Prefer to be alone to concentrate better
|
Time spent
|
Physical space
Technical equipment/resources
|
|
A waste of time, easier to access Internet from home, no commuting, too constraining/binding
|
Motivation
|
Social and relational aspects
|
|
No reason to go. Compared to a documentation centre/resource library
|
Resources
|
Technical equipment /resources
|
For all the available resources (audio, DVD (series and films), choice, variety, interaction with native speakers).
|
|
37Ironically, the results for the first theme "Atmosphere" underline the singularity of the learner and the challenge to answer varying perceptions. More importantly, they illustrate how certain environments can be perceived and interpreted in different ways. Those students who complain that there is too much noise contrast with students who find it peaceful just as those who find it easier to concentrate working from home compared to those who like the friendly atmosphere.
38Perhaps one of the most important themes to take into account is the time saving aspect of digital technology and easy access to Internet. Out of the 82 answers we obtained (10 did not give reasons), 20 (24.5%) were positive and 62 (75.5%) were negative. The negative reasons given refer to a preference for working from home without giving further details for 14 of them (22.5%) while 12 specifically referred to the time saving aspect (19%).
39Indeed for these aspects to be overruled, the students needed to be given incentive. However, for those who gave a negative answer, they compared the space to a resource library and indicated the lack of a specific need for them to enter the space (instructions to do something there). This need of overruling motivation could also have been provided by the audio, DVD films, and series available to them but, apparently, the incentive was not strong enough. The possibility to improve their oral interaction through discussions with native speakers or obtain specific support from tutors did not provide sufficient incentive either.
40Indeed, it is quite striking to find out that 88 out of 92 students (96%) admit that they never used the service provided by the tutor. In spite of handouts describing the facilities offered by the LC and their teachers' detailed description of the centre at the beginning of the semester, one of the reasons given for not using the tutor's service includes not having been informed or an incompatible timetable.
41The results of the semi-structured interviews confirm these findings. The atmosphere or the space and the quality of the welcome received from the members of the LC staff (administrators and monitors) influence the students' desire to work from the LC. The other activities available (conversation workshops with tutors, tandem or teletandem sessions) are not sufficiently understood. On the subject of the atmosphere, during the interviews students said (cf. original versions in Appendix 3):
1. Pleasant atmosphere, there are a lot of people, which gives incentive to work, you don't have the impression of being at the fac, one can also ask monitors questions.
2. But I don't often have time; you have to wait to get a seat because there are often too many people there.
42Here the positive reference to a "pleasant atmosphere" and in contrast the negative view point including the waste of time, the need to wait and too many people, underline the varying degrees of perception and the importance that they have in the way the student uses or not the LC as stated by Kronenberg (2017).
43For activities such as teletandem and tutor sessions, they said:
3. The tutors, I would have liked to… but I didn't have the opportunity, I registered but I never did.
4. Who is teletandem?
44Here again the answers given: "I didn't have the opportunity", "I never did", to justify their lack of participation echo the problem concerning "time" and confirm answers given in the questionnaire. In example 4 "who is...", the student's lack of knowledge concerning teletandem sessions and the tutors' existence or what a tutor actually is and does is underlined. The examples illustrate the lack of sufficient motivation to incite students to take the time to participate in such activities at the LC.
45To increase our understanding of students' representations of the LC, we asked them to summarize their perception of it in a few words or a synonym. After a first reading of the data, to find out what subjects are recurrent (Bardin, 1977), five themes were established: atmosphere, time taken, resources, usefulness, and function. They were then further divided into either social and/or technical and material aspects as illustrated in table 5.
Table 5–Students' representations of the LC.
|
Social and relational aspect
|
Material technical and physical aspects
|
Atmosphere
|
Welcoming, warm, hospitable, pleasant, calm, peaceful, interesting, mysterious, and practical
|
|
Time taken
|
Demanding, obligation
|
|
Resources
|
|
Varied, abundant, rich, diverse themes, a lot practical, complete, original films, Internet access difficult
|
Usefulness
|
|
Useful platform/database
Useful but not indispensable
|
Function
|
Place to exchange/help each other, forum, practise speaking, work on self-directed learning, cultural space, tutor work
|
Place, space, work room, documentation centre
|
46From the 56 "summaries" given, 20 are words and 36 are brief sentences. Among the wide range of descriptions given, only 13 refer to the atmosphere and the social and relational aspects of the centre (even if for one student they remain "mysterious", which can only be interpreted as unknown or not fully understood), while the others focus on a global function which concentrates either on the variety of digital resources or on the neutral work space resembling a documentation centre.
47Regarding references to time, even though students constantly complain about the amount of extra work English involves in the self-directed learning system (compared to their traditional lessons), very few students surprisingly associate the centre negatively to this aspect. This may be due to the fact that most students access via the Internet from home and, when asked what they don't like about physically going to the centre, they reply with the time justification.
48When the LC is associated to the term "resources", it is the variety of available resources on the platform and choice of films that is mentioned and not the social or relational aspect provided by the monitors and tutors. Once again, references to the LC with a difficult/complicated Internet access are numerous. Although some references underline the usefulness of the centre, 19 out of 23 answers (83%) focus on the function of the centre while only four of them (17%) focus on the space as devoid of any social interaction (place, space, documentation centre). In spite of functions given such as "to exchange, help, practise, even work with tutors" there is no mention of teletandems or tandems or what working with tutors actually entails. Again, the lack of information concerning these roles is also confirmed by the semi-structured interviews even though, as previously stated, the information is circulated at the beginning of each semester and available for consultation at any time during the term.
49The learners were then asked about their perception of the process of self-guided language learning as such. When asked what the advantages and drawbacks of such a learning environment were, they focused on three main elements: the self-guided language learning approach provides them with the possibility of organizing their learning process, it can foster renewed motivation, and they are aware that they have more flexibility to organize their language learning, especially when time and place are concerned. The answers were classified according to three themes: learning management, motivation, and material organisation or support for the learning process. The themes were further divided into several subcategories that are illustrated through sample answers below. Several recurrent drawbacks for learning in a self-guided learning environment were also identified. The tables below summarize the results obtained: Table 6 for the advantages mentioned and Table 7 for the drawbacks.
Table 6–Perception of self-guided language learning: advantages.
- 7 These examples are sample answers that have been summarized and translated from French, the languag (...)
Theme
|
Category
|
Example7
|
Learning management
|
Autonomy vs time problem
|
Interesting for autonomous people
More autonomy and freedom to choose activities
|
|
Self-direction
|
Self-assessment is interesting
Progress made
Self-organisation (of our work, of our studies)
To be the only one responsible for one's work
|
|
Adapted rhythm vs methodology
|
Work can be done following our own rhythm and level
We organise ourselves as we want
Adapted to my needs and desires
|
Motivation
|
Not face-threatening
|
No shame to start from basis
Based on our desires and needs and away from others' critical judgment
|
|
Pleasant
|
Quite fun to do that
|
|
Incentive
|
Based on personal motivation
It forces us to work
|
Support
|
Time and space
|
Saving time
Working from home
|
Table 7. Perception of self-guided language learning: drawbacks.
Theme
|
Category
|
Example
|
Learning management
|
Time problem vs autonomy
|
Logbook takes too much time
Too much time spent on it, spent in courses
Waste of time
Too much time spent with languages when you are not a specialist
|
|
Methodology vs adapted rhythm
|
Work might be irregular
Difficult to fix goals
Difficult to be disciplined
Requires the organisation of a planning
|
|
Doubt and problem of choice
|
Do not know what to do to progress
Risk of working with unadapted resources.
|
Motivation
|
Regulation
|
Need to find motivation to work
Motivation not always there
|
|
Choice of learning resources
|
Difficult to find adapted activities
|
Support
|
Working on one's own
|
Not always easy to work on one's own
No feedback when working on one's own is frustrating
|
|
Lack of guidance
|
No help provided can limit our work
Nobody to help us.
|
50The interviews that followed the questionnaires confirm our analysis of their answers to the online questionnaire. Similar results were previously observed in another setting by Macré (2014).
51Some selected extracts of the interviews reported below reveal the ambivalent perception of the students (cf. original version in Appendix 3).
52Autonomy means:
5. We can do what we want, whenever we want, it is motivating.
53but at the same time another student answers that:
6. It requires motivation and long hours of work.
54A paradox is also expressed, which reveals the ambivalent feelings and understandings of the students concerning self-directed learning, that they associate with "freedom" as opposed to compulsory, which is related to traditional classroom setting. Yet, although this language learning setting gives them more freedom for their organisation and choice of resources, studying remains compulsory as they have 12 hours to be done at the LC, as expressed in the following answer:
7. We are less willing to work when it becomes compulsory.
55Concerning the learning process, the students give the following types of answers:
8. I learn better, we memorize better, I am more concentrated, more engaged…
56But at the same time, some seem to miss the traditional teacher's role, which entails the expectation of having questions answered formally:
9. In the classroom setting we are provided with more explanations.
10. We are not so much on our own, we can ask questions.
57As for their perception of progress, they admit that after a year:
11. It has become easier to keep a learning journal… I have made progress since last year.
58To the question: "was self-guided learning useful?" 65 out of 92 students (71%) answer "yes" or "a little", while only 27 (29%) answer negatively or do not answer at all. When asked whether they enjoyed working in a self-guided learning setting, one third answered positively, one third negatively and one third did not answer. These answers show that they recognize that self-guided learning is a useful process but underscore that it is not necessarily enjoyable. They express the lack of human guidance (though not using the tutors available at the LC) and indicate that there are more explanations provided in a traditional classroom setting. We consider, as Barbot and Camatarri (1999), that it expresses rather a need for deconditioning, as we know that they are not necessarily ready for the change of educational paradigm, after so many years in a globally rather transmissive educational setting.
59In spite of our efforts to explain and incite students to use the LC to support, enhance, and motivate their language learning, its main function is today misunderstood. Used primarily for access at a distance to the database, and more infrequently for the choice of films it offers rather than the social interactions and oral practice, the students' understanding of its use and their representations of its role remain limited to the practical and more functional usage. When asked why they liked or disliked visiting the LC, once again, there is a noticeable absence of reference to social or interactional needs. Although noted by those few who attend and stress its importance, the ambivalent reactions to the atmosphere, global warmth and friendly environment are not enough to motivate and increase the number of students who visit.
60Indeed, language learning and self-directed learning seem to have been understood as a concrete and fixed object rather than a process which needs to be developed. The ambivalent responses concerning the students' representations of the latter indicate a conscious awareness of the advantages of adopting this type of learning but at the same time underline their difficulties in implementing the necessary changes involved. Not formal but not entirely informal either, the LC has not yet been incorporated into the language learning process.
61In light of our results, we are left to wonder what type of support is needed and how to define the LC so that both material and technical, social and relational aspects are included.
62However, it is the social aspects which motivate student attendance. It is these aspects that we believe need to be reinforced. Even though Poteaux (2007: 86-87) is speaking about distance learning, our results are to some degrees similar to hers, thus we agree that:
The difficulty to go from a LC to distance learning resides not in the organisation of the resources, or of their access or in the difficulties involved in transposing the conception of the learning system, but in the implementation of the social dimension of the learning process" (highlighted by us, our translation).
La difficulté à passer des CRL à l'EAD ne réside donc ni dans la configuration des ressources, ni dans leur accès, ni dans l'impossibilité de transposer la conception du dispositif mais davantage dans la mise en scène des dimensions sociales du processus d'apprentissage.
63Our results indicate that we need to develop our comprehension of the impact of the environment on the development of learning autonomy. Some questions still need to be tackled, which include the pedagogical implications of the study and their impact on the creation of future LC structures. According to our results and in view of a restructuring of the present LC, it would seem that there is a need to take into account several poles of the learning environment. This would include the social and relational aspects of the LC which require reflections as to the future roles played by monitors and tutors and the type of atmosphere to create within the centre which will enhance the support necessary for the self-directed learning process.
64Gaps underlined between students' representations about the LC, and the various roles played by teachers and/or tutors and the self-directed learning processes itself indicate the need for more thought concerning how these reflections and meta-reflections can be triggered. Indeed what can be done to encourage reflections and meta-reflection? What support can be implemented to help overcome obstacles that can prevent the learning process from developing? Interactions need to be developed between the two essential constituents of the LC, that is (i) material and technical support combined with (ii) social and relational aspects, so that they are understood as interrelated, complementary, and meaningful rather than just coexisting. This requires a systemic and dynamic understanding of the LC's structure rather than a binary vision of it. The models used have helped underline the dysfunction, the next step would be, as in an action-research, to implement the changes that have proved necessary.