Schedule: 2009-09-12 (10:00 - 10:45)
Parallel Session 4 (Room A-24)

Title: Online pedagogical assistant to promote second language acquisition in blended learning devices
Authors: Cedric Brudermann
Abstract: This presentation will deal with action research monitoring the implementation of an “online pedagogical assistant” in a blended learning device for ESP students.
The setting up of this application is based on the conclusions of action research carried out in 2007-2008 in a French university (Perpignan) amongst B1/B2 ESP students. Its goal was to investigate about their needs when performing off site aural and written tasks.
The data collected showed that most obstacles derived from A2/B1 elements they had already been taught during their secondary education and led to bring a number of hypotheses to the fore : (1) providing students with relevant items and links when needed whilst doing tasks would help them reinvest and reflect upon their FL knowledge ; (2) replacing the correction phase by a system of asynchronous distance recasts would lead to trigger off potential learning sequences (De Pietro, Matthey & Py, 1989) (3) having students justify their answers over non attested forms would favour rehearsal in their working memory and further storage in their long term memory (Baddeley, 1995), (4) all the EFL gains could be further reinvested in onsite and distance activities (5) the incorporation of all these new features in a blended learning device would help take everyone’s needs into account.
A twofold web application was then designed. As it is now, it comprises :
- a customized online assistant designed to serve as a guide through the elaboration of the students’ work and to raise their awareness onto a certain number of aspects they are already acquainted with but which they nonetheless tend to forget ;
- a system of automatized correction meant to be helping them correct themselves, notably through references to relevant online help and exercises.
A blended learning device incorporating this application has now been implemented for 6 months at the University Paris VI. The first results tend to show that since working alongside the pedagogical assistant the number of non attested forms has significantly decreased and that a new B2/C1 category of linguistic problems not taken care of by the assistant is emerging. Students are also more confident with written tasks but tend to avoid doing aural tasks. The whole device is inappropriate for advanced groups in terms of language acquisition but constitutes a valid alternative for beginner and intermediate groups, in so far as language gain seem to be maintained over time. The students’ satisfaction of the way the English class is run is high and they acknowledge they have made progress.
Keywords: Blended learning – Action research – Online mediation – Task – Second language acquisition – Potential learning sequences

Main topic: Pedagogical change in technology integration

Biodata: I am currently teaching English at the University Paris VI. I am also a PhD student working on blended learning devices and foreign language acquisition for ESP students. I am part of the DILTEC research team.
Type of presentation Paper presentation

Paper category Reflective Practice

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-12 (10:00 - 10:45) Parallel Session 4 (Room A-24)
Title:	Online pedagogical assistant to promote second language acquisition in blended learning devices
Authors:	Cedric Brudermann
Abstract:	This presentation will deal with action research monitoring the implementation of an “online pedagogical assistant” in a blended learning device for ESP students. The setting up of this application is based on the conclusions of action research carried out in 2007-2008 in a French university (Perpignan) amongst B1/B2 ESP students. Its goal was to investigate about their needs when performing off site aural and written tasks. The data collected showed that most obstacles derived from A2/B1 elements they had already been taught during their secondary education and led to bring a number of hypotheses to the fore : (1) providing students with relevant items and links when needed whilst doing tasks would help them reinvest and reflect upon their FL knowledge ; (2) replacing the correction phase by a system of asynchronous distance recasts would lead to trigger off potential learning sequences (De Pietro, Matthey & Py, 1989) (3) having students justify their answers over non attested forms would favour rehearsal in their working memory and further storage in their long term memory (Baddeley, 1995), (4) all the EFL gains could be further reinvested in onsite and distance activities (5) the incorporation of all these new features in a blended learning device would help take everyone’s needs into account. A twofold web application was then designed. As it is now, it comprises : - a customized online assistant designed to serve as a guide through the elaboration of the students’ work and to raise their awareness onto a certain number of aspects they are already acquainted with but which they nonetheless tend to forget ; - a system of automatized correction meant to be helping them correct themselves, notably through references to relevant online help and exercises. A blended learning device incorporating this application has now been implemented for 6 months at the University Paris VI. The first results tend to show that since working alongside the pedagogical assistant the number of non attested forms has significantly decreased and that a new B2/C1 category of linguistic problems not taken care of by the assistant is emerging. Students are also more confident with written tasks but tend to avoid doing aural tasks. The whole device is inappropriate for advanced groups in terms of language acquisition but constitutes a valid alternative for beginner and intermediate groups, in so far as language gain seem to be maintained over time. The students’ satisfaction of the way the English class is run is high and they acknowledge they have made progress.
Keywords:	Blended learning – Action research – Online mediation – Task – Second language acquisition – Potential learning sequences
Main topic:	Pedagogical change in technology integration
Biodata:	I am currently teaching English at the University Paris VI. I am also a PhD student working on blended learning devices and foreign language acquisition for ESP students. I am part of the DILTEC research team.
Type of presentation	Paper presentation
Paper category	Reflective Practice
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No