Learning French online allows students to learn on their own time and at their own pace. This is an enticing factor of online language learning as learners’ schedules and lifestyles differ, as does their learning styles. “Learning styles are considered one of the more important factors influencing e-learning and personal academic competence” (Shaw, 2012, p. 111). Through learning the language online, students are able to process the information presented, reflect on the exercises and practice the skills necessary to master the language. For example, students may be required to use such websites as Quizlet. This website permits teachers to create interactive tests, quizzes and flashcards to assist in student learning. This would provide students with the opportunity to work at their own rate and convenience. This helps the students to become more relaxed, which in turn, aids in the facilitation of learning.
In an online learning
environment, it has been proven that many people feel more at ease
communicating in the target language. According to Kern et al. (2004), synchronous
conferencing fosters free expression, student responsiveness, and the voicing
of multiple perspectives (p. 282). In online discussions, classmates are anonymous,
making it more likely that students will express themselves in the target
language, regardless of their skill level. It leaves any presumptions at the
door, and allows the learners to open up. “The sociocultural perspective,
deriving in part from the concepts of Vygotsky (Vygotsky, 1962, 1978),
illuminates the role of social interaction in creating an environment to learn
language, learn about language, and learn "through" language
(Warschauer, 1997, p. 471). Through such online tools as My Language Exchange,
learners are able to communicate with native speakers of the language. Students
are partnered with an individual who wishes to learn their mother tongue, and
they take turns speaking in the language of choice. This allows French language
learners to practice their oral skills, as well as increase their knowledge of
the French language.
Another important possibility of online language learning is the opportunity learners are given to learn French and the French culture through authenticity. A virtual classroom must foster “an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners” (Nikitina, 2011, p. 33). Radio-Canada is a website which offers a selection of activities to foster student learning in the French language. Through this interactive website, students have access to numerous informative articles and videos of a variety of interests, such as news reports, culture, sports, music, etc. They can also participate in online discussion forums to improve their writing skills in French. Such websites not only enhance students’ oral and written comprehension of the language, but also works to engage and immerse them into the Francophone culture. Being exposed to quality cultural resources allows students to be more educated. Another website with similar resources and qualities for young children, as well as inexperienced French language learners, is Journal des enfants.
In learning French online, learners can also develop their vocabulary and grammar skills. “Approaches to grammar instruction such as consciousness-raising tasks acknowledge the central role learners play in the acquisition process, engaging students in activities where they must hypothesize their own rules that account for patterns found in the input” (Collentine, 2000). A website that aids students with their French vocabulary would be WordReference. This website translates words and expressions from their mother tongue into French, and assists them in learning new vocabulary. Another useful website to enhance grammatical knowledge is Quia. Quia provides students with pre-constructed grammar and vocabulary exercises in French. Through these interactive activities, they are able to practice grammatical structures and associate French vocabulary with visual and oral cues. These types of practices will help build learner’s vocabulary as they are better able to retain valuable vocabulary and grammar skills.
In analyzing all the possibilities
offered with online language learning, unfortunately, there are also pitfalls. One
major drawback to this method of language learning is the lack of interaction
between the teacher and student. Unfortunately, in a virtual classroom this
interaction is not as frequent as in a face-to-face classroom, and students may
not be receiving a sufficient amount of feedback. “Corrective feedback is any indication to learners by teachers that their
use of the target language is erroneous and needs to be modified in some way”
(Hosseini, 2012, p. 97). This would mean that the language learner will
not learn as much when there is no interaction involved. Students may feel disconnected
and internalize feelings of isolation; this will create a dwindling of sense of
self-assurance in their abilities with the language. All of the aforementioned websites, such as Quizlet, My Language
Echange, Radio-Canada, etc. do not formulate any teacher-student interaction
but are merely tools that can be used in the learning of the French language.
While students are able to complete the
course work at their own pace, sometimes they may lose interest, become
disengaged and not gain anything from online language learning. According to
Jaggars et al. (2013), “online courses require students to possess an array of
well-developed non-academic skills; students must be able to manage time, stay
organized, and recognize when and how to ask for help” p. 1). Online language
learning requires learners to be more independent and self-directed in their study
of the French language. Because of this they may lose focus of the task at
hand, fall behind, leaving their skill development to suffer. “At any time, a
learner’s nonpresence in a computer-mediated discussion may be due to any or
all of these factors: technical glitches, physical absence from the learning
venue, boredom, cognitive difficulties, illness, dissatisfaction with course
material or instruction, and impatience with fellow learners” (Conrad, 2002, p.
210). In this case, a teacher-mediated classroom may be better suited for these
individuals.
In order to participate in a virtual
language classroom students are required to possess certain technological
skills. Before beginning the course, students must need to understand how to manoeuvre
through the online course materials and resources. They must also know how to
avail of the online resources that are accessible to them. If students do not already
have these skills, they will first need to learn them before they can begin to
understand the subject matter of a second language course. With the advancement
of technology, many online courses have incorporated the use of websites such
as Audiopal and Animoto. These websites use a great amount of skill with
technology in order for students to record themselves via audio or video
recordings. These would help teachers evaluate students’ oral skills, but if they
are unaware of how to utilize the technology required (i.e. microphones and
webcams) they may become frustrated.In summary, learning French online offers various possibilities, but it is not for everyone. Students are able to learn the course material at their own leisure which is also an advantage for those with various learning styles and routines. Interaction is fostered and helps in making students feel more at ease. Through online language classrooms, learners gain access to a number of sources which help in developing the skills necessary in second language learning. Nevertheless, not every resource that is available on the Internet is authentic or beneficial in attaining all language skills necessary in second language learning. Furthermore, many students require more teacher contact, which online learning does not offer, as well as the motivation a teacher can provide. Finally, not everyone is comfortable with using technology and may feel as though they lack adequate skills necessary to aid them in an online language learning environment. One must weigh the possibilities and pitfalls of an online French course before deciding to participate.
Web-Based
References
Journal des enfants: http://www.jde.fr/
Radio-Canada: http://ici.radio-canada.ca/
WordReference: http://www.wordreference.com/
References
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