CADRE THÉORIQUE
Utilisation des ressources numériques sur Internet dans l’enseignement/ l’apprentissage des langues
1.1.1.Ressources numériques sur Internet et enseignement/apprentissage des langues
Today, digital resources are easily accessible everywhere, with teachers and most students equipped with technological devices such as computers, projectors, and smartphones that aid in teaching and learning French as a foreign language (FLE) Bibeau (2005) defines digital resources for education as a collection of online services, management software, editing tools, and communication platforms that are beneficial for both educators and learners in activities involving information and communication technologies (ICT) within a pedagogical scenario.
For over half a century, the use of ICT has led to a prolific and heterogeneous production (Albero, 2004, p.22) The availability of digital resources and tools for teaching and learning French as a foreign language is extensive, highlighting the dynamism in the field of information and communication technologies for education.
Digital documents are continuously updated and utilize numerous multimedia resources, which limits scientific research on the specific digital resources involved in students' knowledge acquisition Notable reports include the OECD (2009) report on Sweden, which lists various digital resources from different disciplines accessible in schools and provides field observations, and Cavilam (2018), which studies the use of online tools for learning French as a foreign language In the current context, online digital resources foster connections between French as a Foreign Language (FLE) classes worldwide and real-life Francophone contexts, offering authentic communication situations and materials for language practice Additionally, teachers can leverage these resources to instruct, assess student learning, and provide suitable exercises to reinforce knowledge as needed.
The most direct contribution of digital resources on the Internet is the enhancement of the learning environment through increased language input and communication tools Learners gain broader access to knowledge and can engage in more flexible linguistic activities when they require language studies The abundance and variety of online resources can significantly benefit language teaching and learning However, their use must align with learning needs and educational objectives.
1.1.2.Classification de ressources sur internet pour l’auto-apprentissage
Digital resources are increasingly integrated into daily learning and teaching in educational institutions worldwide, thanks to easier access to the Internet and advancing technology However, the vast diversity of these resources can overwhelm learners, highlighting the need for proper guidance in their usage Therefore, classifying these resources is crucial We focus on the six most important types of digital resources, as implementing a taxonomy streamlines the search and selection of information, allowing learners to save time and effectively master the resources.
- Sites de magazines en ligne
A magazine site is a finite, linear edition of a publication accessible online through a web browser Unlike a programming website, a magazine site is designed to replicate the experience of a traditional magazine, featuring images and text alongside transmission information Popular visited pages include lemonde.fr and elle.fr, where readers can find release dates and tables of contents, allowing them to navigate through each page instead of by topic to discover upcoming content.
Television news websites are digital platforms that facilitate the delivery of information, including audio content, live videos, and recorded programs, often combining these elements to meet user needs Notable examples such as TV5monde and RFI Savoirs stand out due to their high-quality resources, pedagogical coherence, free incentives for users, and continuous innovation.
Social networking sites enable individuals with similar interests to connect and share information, photos, and videos Participants can engage in discussions about their lives and interests The most popular social networks for such familiar interactions include Facebook, Instagram, and YouTube These platforms serve as gathering places for a wide range of audiovisual and educational content, closely linked to sociocultural aspects.
- Sites pộdagogiques de l’enseignement/apprentissage du franỗais
Educational websites can include platforms featuring games, videos, and resources related to various subjects, serving as tools to enhance learning and complement classroom instruction Notable sites such as cle-international.com and fle.fr play a significant role in making the learning process engaging and enjoyable for students, especially in today's digital age.
Specialized popularization websites make information accessible to both specialized and non-specialized audiences The complexity of the information varies depending on the target audience and the technicality of the subject matter For tourism and education majors, notable examples of such sites include www.lesbonsprofs.com and www.lhotellerie-restauration.fr.
A blog, derived from the combination of "web" and "log," serves as an interactive platform where individuals express themselves freely on a regular basis Typically, blog content includes text, images, videos, animated GIFs, and even scans of old newspapers and other paper documents Readers can engage in discussions by commenting on articles written by authors, fostering a communal exchange of ideas In an educational context, blogs can function as bulletin boards, class notebooks, dictionaries, or simply as spaces for sharing learning-related questions and insights.
Documents authentiques sur Internet et apprentissage de la compréhension
In education, it is essential to provide two key elements of knowledge, both within and outside of textbooks Textbooks contain the core content necessary for learning, while external resources include cultural elements drawn from the daily experiences of the language learners These authentic materials are crucial for enhancing the learning process.
According to Dukhiyah (2018, p.362), the most common definition of an "authentic document," regardless of its nature—be it written, oral, visual, or audiovisual—is that it is a document not created for educational purposes Such a document only becomes educational through the way it is utilized by educators.
Sur les caractéristiques des documents authentiques, Pueyo (2016, p.8) a mentionné cinq points suivantes :
Il n’a pas été créé pour l’apprentissage de la langue
Il donne une image d’une utilisation linguistique réelle
Il va accord avec l’actualité du moment
Il nous donne une idée d’une réalité propre d’un lieu quelconque ó on parle la langue
The significance of authentic documents is emphasized as they are created for communicative purposes rather than merely to illustrate a specific aspect of the target language Common examples of authentic documents include newspaper articles, excerpts from radio shows or films, photographs, brochures, or vacation souvenirs.
Les documents authentiques sur Internet peuvent également inclure des sites de magazines, des sites d’information télévisée, des sites de réseau social, des sites spécialisés et des blogs Par exemple :
http://www.fle.fr/ contient
http:/fle.asso.free.fr/asdifle, site de l'ASDIFLE (Association de didactique du franỗais, langue ộtrangốre)
www.fdlm.org (Le franỗais dans le monde)
Ils sont aussi appelés documents authentiques numériques, c’est une forme de document d'authentification qui est exploitée par l'utilisateur via TICE
1.2.2 Intérêts pédagogiques des documents authentiques sur Internet dans l’enseignement/apprentissage de la compréhension orale
1.2.2.1 Intérêts pédagogiques des documents authentiques numériques dans l’enseignement/apprentissage des langues
According to Hachimi (2020), authentic audio-visual digital documents serve as effective learning tools aimed at breaking the monotony of textbooks and contextualizing language learning by revealing its social and cultural realities These documents provide a wealth of authentic language information and present opportunities to design and propose a variety of tasks and activities.
Authentic documents significantly enhance the motivation of foreign language learners by providing a variety of aesthetically appealing digital materials that stimulate interest, particularly in listening comprehension When learners engage with current and attractive resources, their involvement in the learning process increases, fostering curiosity about the French language In classroom practices, these documents offer numerous pedagogical opportunities for lesson preparation, classroom use, and self-directed learning Pueyo (2016) emphasizes that the continuous renewal of educational methodologies, especially in foreign language teaching, leads to the effective use of authentic documents as a pedagogical tool Additionally, digital authentic materials equip teachers with innovative ideas to refresh their teaching practices and streamline the organization of tasks and activities, particularly in developing oral skills.
Authentic documents provide not only knowledge and skills but also linguistic contributions enhanced by a specific sound environment This allows learners to formulate and validate hypotheses while identifying data Consequently, these materials stimulate learners' curiosity and interest, address their communicative needs, and enable them to memorize language structures and expressions for later use in authentic communication situations.
1.2.2.2 Intérêts pédagogiques des documents audio-visuels sur Internet dans l’enseignement/apprentissage de la compréhension orale
Based on the benefits identified by Tagliante (1994) and practical research processes, the specific advantages that digital documents offer in teaching and learning, particularly in the development of listening comprehension skills, include enhanced accessibility, interactive learning opportunities, and the ability to cater to diverse learning styles.
Teachers and learners can easily access a wealth of authentic documents online, facilitating their learning experience This accessibility encourages them to bring resources into the classroom, fostering a culture of exchange, discovery, analysis, and collaborative work Such practices not only motivate research activities but also enrich their knowledge base.
Describing the target culture and comparing different cultures is facilitated by the diverse range of authentic digital documents, which provide insights into various realities around the world, including language, gestures, behaviors, customs, and values This approach enables learners to engage with culture in a more objective manner than relying on fabricated materials Additionally, the variety of educational applications includes global comprehension, detailed analysis, identification of common occurrences, deepening understanding of structures, vocabulary enrichment, and evaluation.
Each authentic document interacts uniquely with the learning organization process, as the materials learners encounter are inherently unpredictable Individuals acquire knowledge in their own ways, which can facilitate a quicker understanding of concepts However, it is important to recognize that not all documents are comprehensible to everyone.
1.2.3 Type de documents authentiques sur Internet pour l’apprentissage de la compréhension orale
Narrative documents provide background or context for events and are not directly related to the information being disclosed Examples include testimonies, reports, and news articles These documents share the common characteristic of being inviolable, following a clear layout that guides the reader from beginning to end.
Descriptive documents aim to provide detailed descriptions of various subjects, including objects, states, interior or exterior settings, individuals, locations, landscapes, actions, procedures, processes, and functions.
This type of document is commonly found in introductory videos, tourist advertisements, and similar formats Descriptive documents are characterized by textual cues, order, and movement, as well as the involvement or name of the narrator and their functions.
Explanatory documents are resources that offer information to support the standard an learner wishes to reference They provide guidance from the learner's perspective and can include videos that explain knowledge in areas such as language, social sciences, interviews, and reporting An explanatory document may also discuss how a standard fits within a framework and its relationships with other standards.
Les documents argumentatifs sont des documents qui prennent position sur les problèmes controversés et tentent de présenter des preuves en faveur de cette position
Argumentative documents can be found in essays, debates, discussions, and presentations These documents may present both sides of an argument as equal, or they may favor one side over the other, particularly when the author holds a specific opinion on the subject.
Compétence de compréhension orale
Linguistic competence encompasses the knowledge, skills, and language-related dispositions regarding vocabulary, phonetics, syntax, and other dimensions of a language system acquired by learners This competence is evaluated based on learners' ability to communicate in their language, considering not only the level and quality of their knowledge but also their cognitive organization, memory storage methods, and language accessibility.
Grammatical competence refers to the understanding of a language's grammatical resources and the ability to use them effectively in communication It involves the skill to comprehend and convey meaning by producing and recognizing well-formed sentences based on grammatical principles, rather than merely memorizing and reproducing fixed formulas.
La compétence phonologique est la capacité à percevoir, à découper et à manipuler les unités sonores du langage telles que la syllabe, la rime, le phonème
Awareness of phonological units such as phonemes (sonority, nasality, occlusion, labiality), the phonetic composition of words (syllabic structure, phoneme sequences, word stress, tones, assimilation, elongation), and the prosody or phonetics of sentences (sentence stress and rhythm, intonation, reduction, vocalic reduction, weak and strong forms, assimilation, elision) plays a crucial role in explicit processing and learning the connections between orthographic and phonological units.
Cultural competence encompasses a range of knowledge and the ability to understand, interpret, and utilize cultural objects, including social norms of politeness, intergenerational relations, gender roles, social statuses, and the linguistic codification of essential rituals within a community It is closely tied to the social use of language and influences behavior.
Discursive-pragmatic competence, as a component of communicative competence, aligns with an action-oriented approach that involves selecting discourse strategies to achieve specific goals It encompasses the ability to construct arguments, format texts, and organize speeches with coherence in expression The application of this competence often presents complex situations, requiring the integration of multiple sources of information Consequently, these tasks impose significant demands on general cognitive abilities to process complex information and maintain it in working memory.
1.3.2 Caractéristiques de la compréhension orale
Listening comprehension is one of the four essential skills in language learning It refers to the ability to understand spoken statements or audio-visual materials Recognizing the importance of this skill is crucial for effective practice.
According to Ducrot-Sylla (2005), oral comprehension is a skill that aims to gradually equip learners with listening strategies and understanding of spoken statements It is important not to attempt to make learners understand every single word, as they often seek definitions for each term.
According to Jean-Pierre and Isabelle (2008), understanding oral communication extends beyond mere auditory discrimination activities Their methodological procedures effectively differentiate between comprehension and expression, while promoting the interaction of knowledge and skills necessary for developing specific competencies.
Listening in authentic situations helps students familiarize themselves with the sounds of a non-native language It introduces learners to discourse rather than isolated phrases, encouraging them to rely on textual elements and personal knowledge to understand spoken messages Therefore, listening comprehension is an active skill and a goal, as learners not only capture what they hear but also connect it to information they already know.
Effective listening comprehension requires learners to focus and employ various strategies to engage in a communication environment Learners do not merely listen to words; they also grasp the meaning of the spoken content and the implications behind those words Therefore, it is crucial for learners to develop essential listening strategies and effectively utilize tools to master a foreign language.
Apprentissage de la compréhension orale
1.4.1 Processus d’apprentissage de la compréhension orale
In oral comprehension activities, particularly during individual practice, students typically understand familiar words, transparent terms, and those whose meanings can be easily inferred from context To enhance understanding and make the exercise more effective, various approaches can be employed For simpler, solitary exercises, learners can record or read independently For more complex materials, following the research by Razafitsiarovana et al (2011), the process can be divided into three stages: pre-listening, listening, and post-listening.
Pre-listening is the first step toward understanding the message Before presenting an audio document, it's essential to carefully prepare the context that sets the psychological stage for learners This preparatory phase enables learners to acquire new vocabulary and make predictions to plan their listening Additionally, it helps focus learners' attention on key elements such as context and characters to anticipate the meaning of the message.
Listening is a crucial phase in the execution and utilization of audio content Learners must attentively engage with the sound document while employing effective strategies to manage their listening experiences.
During the initial listening, learners focus on understanding the context of the situation This first listen prepares them for the overview of the events that unfold Depending on the complexity, length, quality of the material, and the learners' proficiency levels, they may need to listen to the document partially or in its entirety if one listening session is insufficient for comprehension.
The second listening is often essential for reassuring learners at lower levels It focuses on understanding details and allows for the verification and enhancement of retained information Additionally, it is crucial to ensure that learners are familiar with the pronunciation to aid in recognition during listening activities.
Post-listening is the stage where learners share both their understanding and the strategies they employed It involves reinvesting what students have gathered during the listening process Learners should verify the information collected against the listening plan, as well as the vocabulary and phonetic details This process enables them to achieve better results and develop appropriate strategies for future listening lessons.
1.4.2 Stratégies d’apprentissage de la compréhension orale
It involves focusing solely on the essential information needed to complete a task and disregarding everything else For instance, when listening to a summary report, one can concentrate on the results achieved without paying attention to the process that led to those results.
C’est comprendre au sens étymologique, prendre tous les éléments d’un extrait donné, d’une durée variable
C’est comprendre le thème général du texte sans s’embarrasser de détails Pour faciliter la tâche de l’apprenant, l’enseignant commence dans ce cas par lui poser des questions simples
Learning involves applying what we understand to accomplish tasks, such as taking notes, baking a cake, or operating a device This type of listening is more complex, as it combines continuous listening with the mental processes of action and interaction related to that listening.
In summary, there are various types of listening that can be employed to meet different listening intentions Learners must recognize specific situations and select appropriate strategies for each type of listening.
Auto-apprentissage de la compréhension orale
1.5.1 Autonomie dans l’apprentissage des langues
1.5.1.1 Définition de la notion d’autonomie dans l’apprentissage
The concept of autonomy, as defined by Holec (1979, p 31), refers to the ability to take responsibility for one's own affairs In the specific context of language learning, this notion emphasizes the importance of learners being proactive and self-directed in their educational journey.
Autonomy in learning is defined as a set of skills that enable learners to take charge of their own education It goes beyond merely completing exercises independently; learners must also understand and address their mistakes This autonomy is not just a skill but a necessity that helps learners set their learning objectives, choose content, and select appropriate methods and modalities In language learning, autonomy has become an essential capability that fosters curiosity and personal development As Barlot (2000) states, autonomy serves both as a goal and a means to acquire the ability to communicate and learn independently Ultimately, the learner is responsible for their own learning journey, and educators should resist the temptation to do it for them.
Autonomy enables learners to pursue their interests based on their needs and at their own pace, while acknowledging their diversity and objectives It requires that learners take responsibility for their education within a given institutional framework An autonomous learner, aware of their learning activities, will be motivated to establish appropriate directions to achieve defined tasks.
Additionally, during the journey towards autonomy, learners will develop essential skills such as setting learning objectives, selecting resources, self-assessment, and time management These skills not only enable learners to effectively engage in self-directed learning activities but also help them organize their learning experiences efficiently in school.
1.5.1.2 Conditions et place de l’autonomie dans l’auto-apprentissage
In the context of foreign language development, particularly in French, learners have significant needs regarding their education and training However, the implementation of self-directed learning in the educational process is not progressing effectively due to various challenges.
Les étudiants n'ont pas l'environnement pour toucher et pratiquer avec la langue originale
Les étudiants ont de grands besoins d'apprentissage et de pratique, mais ils n’utilisent pas des documents audiovisuels dans la bonne direction
Le matériel audiovisuel sélectionné est inefficace
These challenges significantly impact learners' study time, skill development, and knowledge acquisition, as well as the selection and application of teaching skills relevant to the teacher's niche Therefore, enhancing autonomy for self-learning is a crucial method to integrate learning activities both inside and outside the classroom This approach is vital for achieving high learning efficiency and helping learners overcome difficulties in learning French.
1.5.2 Internet et auto-apprentissage de la compréhension orale
Today, the Internet serves as an easily accessible resource filled with a wealth of materials, offering students innovative ideas for their learning methods, particularly in self-directed oral comprehension It remains the only place where independent, freely accessible resources can still be found.
To effectively utilize the internet, it is essential to embrace autonomy and self-directed learning This ability encompasses all learning operations, including goal setting, content definition, progression planning, method selection, process management, and evaluation criteria According to Leclerc, Nadeau, and Sauvé (1987), three key conditions are necessary to support this process.
• Favoriser la connaissance et la maợtrise progressive du processus mờme d’apprentissage ;
• Apprendre à l’ộtudiant à apprendre par lui- mờme et à maợtriser les instruments indispensables lui permettant d’acquérir de nouvelles connaissances;
• Rapprocher la formation et la vie, en reliant l’activité d’apprentissage à la vie de tous les jours (sociale, professionnelle): on fournit ainsi à l’apprenant les moyens qui correspondent aux finalités
Moreover, the Internet offers a flexible combination of actions tailored to the pace of each tool These technologies can enhance learner autonomy and improve oral comprehension during studies For instance, taking breaks, listening or watching multiple times, and even repeating at a slower speed allow both teachers and learners to easily select and understand any part of the material.
Integrating the Internet into listening comprehension enables learners to engage with authentic materials, enhancing their focus on the language used and encouraging communication practice The use of video, multimedia, and online resources helps students gain proficiency with new tools, thereby motivating their language learning journey.
1.5.3 Auto-évaluation de la compréhension orale
L’auto-évaluation est un acte qui prend en compte des besoins et celle qui se base sur des objectifs fixés d’apprentissage comme Holec le montre (1979, p.55) :
Firstly, evaluation is the process that assesses the extent to which an achieved result aligns with a targeted outcome Secondly, evaluation also determines the degree of suitability between an acquired result and the required outcome.
In the context of learners' reflection on oral comprehension skills, particularly in self-directed learning, it is essential for learners to have a clear goal set by either an institution or themselves When evaluating their exercises, learners use initial assessments as tools to inform subsequent evaluations, engaging in this process continuously until they achieve the desired results Authentic materials, language learning websites, and networking platforms also significantly contribute to research outcomes Consequently, learners can actively determine whether they are performing adequately in a learning activity, thus making personal choices based on their own perceptions of successful performance (Holec, 1979, p.56).
The learner is fully responsible for their self-assessment, which involves understanding their task execution levels, enhancing learning methods, and improving their knowledge and professional skills.
Programme de l’enseignement/apprentissage de la compréhension orale pour
The Oral Comprehension and Expression Module 5 is designed to assist learners in understanding how to listen and speak about real-life situations It focuses on B1-level communicative scenarios centered around three key themes: Environment, Personal Life, and Rules and Gastronomy.
In the pedagogical training, students in the Oral Comprehension and Expression module 5 earn 2 credits, while those in the Language-Specialty Tourism program earn 3 credits for the same module Both majors dedicate 15 weeks to studying this module Below is a description of the educational content for the Oral Comprehension and Expression module 5.
Leỗon 1 : Dộcrire un environnement / Parler de votre environnement habituel Leỗon 2 : Demander des informations sur l’organisation d’une manifestation /Organiser une sortie avec des amis
Leỗon 3 : Faire le rộcit d’ộvộnements passộs / Raconter votre journộe
Leỗon 4 : Prộsenter un projet / Participer à l’ộlaboration d’un projet collectif
Thème 2 : Vie personnelle (Unité 5 – LNT3)
Leỗon 5: Caractộriser des personnes et des comportements / ẫchange d’informations sur votre famille
Leỗon 6: Dộvelopper une hypothốse / Exprimer votre point de vue sur les choix de vie de vos proches
Leỗon 7: Formuler un regret, un reproche / Parler de vos rờves et de vos motivations dans la vie
Leỗon 8: Parler de vos aspirations
Thème 3 : Règles et gastronomie (Unité 6 – LNT3)
Leỗon 9: Faire des recommandations, conseiller / Aider quelqu’un à atteindre son objectif
Leỗon 10: Donner des consignes/ Expliquer les rốgles d’usage à respecter lors d’un dợner dans votre pays
Leỗon 11 : Construire un discours en articulant clairement vos idộes / Partager une recette de cuisine
Leỗon 12: Prộsenter un ộvộnement culturel cộlốbre
Listening comprehension is essential for students learning foreign languages for communication purposes The wealth of audiovisual resources and diverse learning activities available for French as a Foreign Language (FLE) make the Internet, particularly YouTube, an attractive tool for self-learning in listening comprehension for all French students The theoretical framework chapter highlights the use of audiovisual resources, learning methods for practicing listening comprehension, authentic documents, and various types of audiovisual materials, especially those found online, as well as self-learning activities and related factors.
The use and classification of digital documents on the Internet is a complex task that significantly impacts the teaching and learning of foreign languages, particularly in enhancing listening comprehension skills.
Il est considéré comme un pont pour nous connecter les langues Par conséquent, nous devons comprendre clairement cette activité
Ensuite, les intérêts pédagogiques des documents audio-visuels sur Internet sont un élément essentiel pour motiver l’apprenant dans l’enseignement et l’apprentissage des langues
Enfin, les stratégies d'écoute, l'auto-apprentissage et l'auto-évaluation sont des activités indispensables pour les étudiants qui font bon usage des documents audio- visuels sur YouTube
La cadre théorique nous donne une base de connaissances nécessaire à partir de laquelle nous allons procéder des recherches les parties suivantes.
MÉTHODES DE LA RECHERCHE
Public de la recherche
Our research targets third-year French students in the Department of French and Russian at the University of Hué's Higher School of Foreign Languages The survey was conducted among two groups corresponding to two specialized programs: one group of four students in Pedagogy and another group of 43 students in Language - Tourism Specialty, who completed the Oral Comprehension and Expression module 5 in the first semester of the 2020-2021 academic year.
Objet de la recherche
Notre recherche a pour objet d’étude l’utilisation de documents audio-visuels sur YouTube dans l’auto-apprentissage de la compréhension orale.
Méthodes de la recherche
Pour réaliser notre mémoire de fin d'études, nous utilisons les méthodes suivantes :
To gather sufficient theories for our research, we collected information from both printed documents and online sources We then synthesized and analyzed the data by selecting and organizing the various available information to establish a solid research foundation for developing the conceptual framework of our study.
2.3.2 Méthode de collecte de données
To gather data, we prepared two questionnaires consisting of 17 questions for students and 8 questions for three teachers responsible for the Oral Comprehension and Expression module 5 Additionally, we employed both quantitative and qualitative methods by including detailed response options in the survey questions to better assess the self-learning situation of oral comprehension through YouTube materials.
En se basant sur les questions de recherche, le questionnaire en ligne a ộtộ conỗu sur le logiciel de Google Form (formulaire Google) et est divisé en 5 parties principales :
Partie 1: Informations personnelles – 2 question (de 1 à 2)
Partie 2 : Identifier la représentation et les pratiques de l’auto-apprentissage de la compréhension orale chez les étudiants de troisième année – 2 questions (de 3 à 4)
Partie 3 : Identifier la représentation de l'utilisation de documents audio-visuels sur YouTube dans l’auto-apprentissage de la compréhension orale – 3 questions (de 5 à 7) Partie 4 : Identifier les modalités d’utilisation de documents audio-visuels sur YouTube dans l’auto-apprentissage de la compréhension orale – 9 questions (de 8 à 16) Partie 5 : Encourager les étudiants à faire des propositions – 1 question (17) Nous avons distribué le questionnaire en ligne à 55 étudiants, soit le nombre d’enquêtés attendu En fait, le nombre des réponses recueillies était de 47, soit 85% par rapport au nombre attendu Pour les enseignants, nous avons réalisé des entretiens directs auprès de trois enseignants concernés, soit 100%
We have selected and categorized YouTube channels based on their popularity, view counts, content, and target audience Additionally, we included channels suggested by students after verifying their reliability and reviewing user comments Finally, we classified them into three categories of authentic documents available on YouTube for listening.
After gathering all necessary information, we proceeded to data processing First, we employed statistical methods to synthesize the collected data Second, we utilized comparative methods to confront the survey results with each other and in relation to the research questions Third, we represented the findings through graphs and tables using Google Forms to statistically describe the actual data Finally, we discussed the results to reason the findings and identify the underlying causes.
The research findings contribute to the development of educational strategies for utilizing audiovisual materials on YouTube to enhance listening comprehension in third-year French students at the Department of French and Russian at the University of Foreign Languages, Hue.
RÉSULTATS DES ENQUÊTES
Collection des documents audio-visuels sur YouTube pour l'auto-
As a constantly updated and rapidly evolving video platform, YouTube serves as a valuable resource for accessing diverse and rich audiovisual materials, enhancing listening comprehension skills However, the vast array of content can overwhelm learners, making it challenging to create effective listening plans Therefore, curating audiovisual resources on YouTube is essential for self-directed learning in listening comprehension.
This collection focuses on three main types of YouTube channels: informational television channels, French teaching channels, and specialized channels (pedagogy – tourism) The popularity and view counts of these channels facilitate students' access, making it easier for them to discover and explore new content From this starting point, learners can master these resources and develop an appropriate strategy for self-learning in oral comprehension.
Notre collection est présentée comme suit :
Tableau 1 : Les chaợnes d’information tộlộvisộe
N o Intitulé de ressources de documents audio-visuel sur YouTube
- Synthétiser toutes les connaissances, des arts aux sciences en passant par les humanités https://www.Y ouTube.com/u ser/FranceCult ure/playlists
2 France Inter B1-B2 Les contenus humour, médias, politique et musique
Narratif - Fournir des connaissances à travers des journaux, des rapports, des interviews, des chroniques et des émissions https://www.Y ouTube.com/c /FranceInter/pl aylists
- Mise à jour l'actualité internationale qui est décryptée au quotidien https://www.Y ouTube.com/c /TV5MONDE Info/playlists
- Fournir des connaissances en histoire, sciences, culture pop, reportages d'investigations ou documentaires complets. https://www.Y ouTube.com/c /arteplus7fr/pl aylists
- Mise à jour l'actualité nationale et internationale, en particulier de l'Afrique ainsi que des voix du monde. https://www.Y ouTube.com/c/RFIfr/playlist s
Tableau 2 : Les chaợnes d'enseignement du franỗais
N o Intitulé de ressources de documents audio-visuel sur YouTube
B1-B2 Connaissances générales, la vie quotidienne, humour
- Comprendre et compléter les connaissances à travers des situations quotidiennes dans une perspective humoristique
- Apprendre le franỗais avec bonheur sans effort pour mémoriser des phrases sèches. https://www.Y ouTube.com/u ser/NormanFa itDesVideos/v ideos
- Fournir du vocabulaire expliqué en contexte, les conseils sur des points de grammaire spécifiques, les vidéos de phonétique. https://www.Y ouTube.com/c /ParlezvousFR ENCH/playlist s
- Faire développer les compétences linguistiques
- Faire et corriger les tests DELF, DALF, TCF, https://www.Y ouTube.com/c /Francaisavec Pierre/playlist s
- Faire développer les compétences linguistiques
- Donner les conseils pour progresser dans le processus d'apprentissage et les tests DELF https://www.Y ouTube.com/c /HomeLangua ge/playlists
I don't know!
- Fournir du vocabulaire par thème
- Donner les propositions, les interventions, les conseils et les expressions https://www.Y ouTube.com/c hannel/UCNF H_L59UnA39 jb7SufQh3Q/p laylists
Grammaire, Compétences linguistiques, Communication, Stratégie d'apprentissage
- Fournir du vocabulaire, des phrases conversationnelles
- Faire développer les compétences linguistiques (divisé par niveau)
- Partager les conseils et les stratégies d’apprentissage https://www.Y ouTube.com/c /frenchpod101 /playlists
- Propose des exercices et du vocabulaire
- Améliorer la grammaire, la syntaxe
- Mise à niveau en expression et en orthographe https://www.Y ouTube.com/c /ProjetVoltaire Orthographe/p laylists
- Renforcer la compréhension orale et l'orthographe
- Améliorer la grammaire https://www.Y ouTube.com/c /fran%C3%A7 aisendialogue 1/playlists
TEDx Talks B1-B2 Connaissances générales, Modes de vie, Témoignages de vie
- Partagez et célébrez les idées orientées localement et amenez- les au niveau mondial
- Faire développer les compétences linguistiques, en particulier dans l'expression et l’inspiration https://www.Y ouTube.com/u ser/TEDxTalk s/playlists
Tableau 3 : Les chaợnes spộcialisộes (pộdagogie – tourisme)
N o Intitulé de ressources de documents audio-visuel sur
- Fournir les rappels de cours et de méthodes pour le collège et le lycée
- Partagez des conseils, des expériences sur la pédagogie
- Donner et corriger les exercices accessibles https://www.yo utube.com/user /lesbonsprofs/p laylists
- Proposer des méthodes et des modèles pédagogiques
- Donner les théories à chaque module
- Donner les conseils sur les principes, les techniques d'enseignement et l'évaluation https://www.Y ouTube.com/ch annel/UC7_TD BxWOoZ_TpF tvKLeEsw/pla ylists
B1-B2 Connaissance des restaurants et des hôtels
- Partager des informations sur l’hôtellerie restauration
- Donner des conseils marketing sur les hôtels et les restaurants, des portraits métiers, des infos sur la décoration,
- Partager l'expérience de travail dans les restaurants et les hôtels https://www.Y ouTube.com/c/ LH%C3%B4te llerieRestaurati on-LHR/videos
B1-B2 Connaissance du service de restauration
- Guider les techniques et les processus de service dans les restaurants
- Donner des conseils pour un service rapide et efficace https://www.Yo uTube.com/chan nel/UCJOH8I- ijwdwj_zp_9M 1uPw/playlists
Connaissance des restaurants, Compétition, Expérience culinaire, Style de travail
Narratif, Explicatif, Argument- atif, Descriptif, Injonctif
- Offrir une expérience professionnelle en cuisine
- Comprendre le processus de préparation, de décoration et de service d'un plat
- Acquérir une connaissance approfondie de la cuisine franỗaise
To enhance linguistic skills, it is essential to utilize effective communication phrases, engage in interviews with participants, and incorporate feedback from judges These strategies foster a deeper understanding and mastery of language, ultimately leading to improved communication abilities.
Résultats de l’enquête auprès des étudiants
3.2.1 Profil du public étudiant enquêté (résultats des réponses aux questions 1,2)
Le questionnaire nous permet de recueillir les réponses complètes de 47 personnes À propos des étudiants en troisième année interviewés, ils avaient entre
20 et 22 ans Lors de la réalisation de l’enquête, le fait que les objets de recherche puissent rester anonymes pendant l'enquête aidera les résultats de l'enquête à être plus efficaces
En ce qui concerne le profil du public étudiant enquêté, nous présentons maintenant le graphique pour l’illustrer :
Figure 1 : Le temps de l'apprentissage du franỗais
According to Figure 1, the majority of students (80.9%) begin learning French in their first year of university, while a small portion of them had prior exposure to the language before entering university.
3.2.2 La représentation et les pratiques de l’auto-apprentissage de la compréhension orale (résultats des réponses aux questions 3, 4)
3.2.2.1 La représentation de l’auto-apprentissage de la compréhension orale
According to the survey results presented in Table 4, nearly all students consider various objectives necessary On average, over half of the students (60.3%) deemed the goals of self-directed learning for listening comprehension as essential, with one-third (33.8%) finding these objectives very necessary In particular, 42.6% of students emphasized the importance of practicing vocabulary on topics learned in class, while 44.8% highlighted the need to select audio materials that match their proficiency level.
80.9% l'école primaire le collège le lycée la première année universitaire
Tableau 4 : La représentation des étudiants de l’auto-apprentissage de la compréhension orale
Objectifs de l'auto-apprentissage de la compréhension orale
Renforcer les techniques d'écoute apprises en classe
S'entraợner à ộcouter du vocabulaire sur des sujets appris en classe
S'entraợner à ộcouter des documents sur les mêmes sujets appris en classe
Apprendre le vocabulaire et la grammaire
S'entraợner à ộcouter des documents que vous aimez
Répondre aux besoins à la fois de la pratique d'écoute et de l'expansion des connaissances socioculturelles et des connaissances spécialisées
Choisir les documents sonores qui convient à votre niveau
Ne dépend pas de temps et de lieu d'étude
3.2.2.2 Les expériences de l’auto-apprentissage de la compréhension orale
Regarding the frequency of access to audiovisual sources on the Internet, a significant portion of students (42.5%) frequently use social media platforms such as YouTube, Instagram, and Facebook Following this, nearly one-third of the surveyed students (27.6%) engage with educational websites focused on learning French In contrast, almost half of the students (57.4%) occasionally utilize these resources, particularly specialized sites related to pedagogy, tourism, and other fields.
Figure 2 : L’utilisation de sources de documents audio-visuels sur Internet
Sites pédagogiques de l’enseignement/ apprentissage du franỗais
Sites de réseaux sociaux comme Youtube, Instagram, Facebook
Sites de magazines en ligne
Sites spécialisés de vulgarisation dans la pédagogie, le tourisme et d'autres domaines
Jamais Rarement Parfois Souvent Toujours
3.2.3 La représentation de l'utilisation de documents audio-visuels sur YouTube dans l’auto-apprentissage de la compréhension orale (résultats des réponses aux questions 5-7)
In this section, we validate the number of students using YouTube before discussing its advantages and challenges According to Figure 3, all surveyed students utilize YouTube, with nearly one-third (27.7%) frequently using it to find audiovisual materials.
Figure 3 : Le nombre des étudiants utilisant YouTube 3.2.3.1 Les avantages de l’utilisation des documents audio-visuels sur YouTube
According to Table 2, students benefit the most from engaging audiovisual materials (76.6%) and the diversity, richness, and up-to-date nature of authentic documents (74.5%) Additionally, more than half of the students acknowledge exposure to various styles of French (61.7%), and the materials align with their level and self-learning needs for oral comprehension (57.4%) Furthermore, students highlight two additional advantages: the support for effectively executing listening stages (before, during, and after listening) (48.9%) and the suitability for practicing listening strategies (27.7%).
JamaisRarementParfoisSouventToujours
Tableau 5 : Les avantages de l’utilisation des documents audio-visuels sur YouTube
Des documents authentiques diverses, riches et mis à jour 74.5 Facile à choisir des documents audio-visuels vivant 76.6 Les apprenants sont exposộs à de nombreux styles de franỗais 61.7
Plus pratique pour effectuer les étapes d’écoutes (avant d’écoute, écoute, après écoute)
Convient au niveau des apprenants et aux besoins d'auto-apprentissage de la compréhension orale
Convient à la pratique des stratégies d'écoute 27.7
3.2.3.2 Les difficultés de l’utilisation des documents audio-visuels sur YouTube
Table 6 below presents students' opinions on the challenges of using audiovisual materials on YouTube for self-learning in listening comprehension The majority of students identified three main difficulties: the lack of French keywords to find appropriate content, the challenge of selecting resources suitable for their level (57.4%), and their inability to master listening methods tailored to different types of documents (53.2%) Additionally, two other challenges noted were that the visuals in video clips distract from listening (38.3%) and the inconsistent quality of some YouTube content, which is not rigorously tested (29.8%) Furthermore, over a quarter of students (21.3%) reported that network security issues interfere with their learning.
Tableau 6 : Les difficultés de l’utilisation des documents audio-visuels sur YouTube
Ne pas connaợtre les mots-clộs en franỗais pour trouver des contenus et des sujets appropriés
Il est difficile de choisir les bonnes ressources qui convient à votre niveau 57.4
Ne pas maợtriser les mộthodes d'ộcoute adaptộe à chaque type de document 53.2 L'observation de l'image sur le clip vidéo distrait l'écoute 38.3 Problèmes éventuels liés à la sécurité d’information sur Internet 21.3
La qualité d'une partie du contenu de documents sur YouTube n’est pas strictement validée 29.8
3.2.4 Modalités d’utilisation de documents audio-visuels sur YouTube dans l’auto-apprentissage de la compréhension orale (résultats des réponses aux questions 8-16)
3.2.4.1 L’utilisation des chaợnes prộfộrộs sur YouTube
The survey results illustrated in Figure 4 reveal that students primarily utilize three types of channels, particularly television information channels and French language education channels On average, 37.7% of students occasionally use television information channels, such as France Inter and TV5monde, to enhance their language skills and stay updated with current events Additionally, 46.1% of students sometimes turn to French language teaching channels like Parlez-vous FRENCH? and Français avec Pierre to broaden their knowledge of the language In contrast, only 25.5% of students engage with specialized channels focused on popularization, such as pedagogy and tourism Notably, only three students consistently use audiovisual materials from these channels, primarily due to the challenges discussed in section 3.2.3.2.
Figure 4 : L'utilisation des chaợnes sur YouTube des ộtudiants 3.2.4.2 L’utilisation des types de documents audio-visuels sur YouTube
Figure 5 reveals that the most utilized document type among students is descriptive documents, accounting for 63.8% Other types include injunctive documents at 55.3% and explanatory documents at 48.9%.
This result is reasonable as the aforementioned documents are familiar and capture more attention from students aged 20 to 22 In contrast, the lower percentages of usage for narrative documents (21.3%) and argumentative documents (12.8%) indicate that much of the content is primarily academic and current, which is not particularly appealing to students.
Figure 5 : L’utilisation des types de documents audio-visuels sur YouTube
Chaợnes d’information tộlộvisộe Chaợnes de l’enseignement du franỗais
Chaợnes spộcialisộes de vulgarisation (pédagogie, tourisme) Jamais Rarement Parfois Souvent Toujours
Documents injonctifs Documents argumentatifs Documents explicatifs Documents descriptifs Documents narratifs
3.2.4.3 Les activités dans le processus d'écoute
En ce qui concerne les activités en processus d'écoute, la délimitation dans certaines activités réalisées par les étudiants est illustrée dans les figures ci-dessous:
Figure 6 : Les activités avant l'écoute Figure 7 : Les activités pendant l'écoute
Figure 8 : Les activités après l'écoute
Before listening, more than half of the students actively prepare by organizing vocabulary by topic (55.3%) and predicting the content of the document (66%) This indicates that students are taking necessary steps to enhance their listening skills However, only about a quarter of the students (23.4%) create a clear plan for their listening activities.
Préparer et mobiliser le vocabulaire par sujet
Prédire le contenu du document (contexte, caractère, )
Faire des hypothèses pour planifier l'écoute
Vérifier les informations collectées par rapport au plan d'écoute
Vérifiez les mots entendus et les prononciations après l’écoute
Corriger les erreurs à l’aide des sous-titres ou la transcription
Tire les leỗons et élaborent des stratégies appropriées pour bien s'appliquer aux cours d'écoute suivants 61.7
In listening strategies, over three-quarters of students (76.6%) prefer global listening, indicating challenges in identifying detailed information Simultaneously, 40.4% of students engage in selective listening, which is a positive sign as they can potentially improve this percentage through YouTube's supportive features.
According to Table 9, students generally demonstrate awareness of post-listening activities Specifically, 61.7% of students verify the information gathered against the listening plan Additionally, more than half of the students (51.1%) draw lessons and develop appropriate listening strategies for future similar documents Finally, checking vocabulary, phonetics, and correcting errors through subtitles or transcription (48.9%) are also significant activities that students effectively master.
3.2.4.4 Les autres connaissances acquises à travers l’utilisation de documents audio-visuels sur YouTube dans l’auto-apprentissage de la compréhension orale
The survey results indicate that a significant majority of students (80.9%) enhance their oral expression skills through audiovisual materials during self-study for listening comprehension Additionally, 66% of students report gaining sociocultural knowledge about France More than half of the students (59.6%) stated they acquired linguistic knowledge while relaxing and staying informed (55.3%) Furthermore, 42.6% of students expanded their specialized knowledge through YouTube documents.
Figure 9 : Les autres connaissances acquises à travers l’utilisation de documents audio-visuels
Se détendre, s’informer Enrichir vos connaissances spécialisées…
Nous avons reỗu des propositions des deux tiers des ộtudiants interrogộs (32/47) Les propositions portent sur les sujets suivants :
- Organiser des cours d'échange de compétences sur l'utilisation de YouTube pour maợtriser cette ressource plus facilement
À la Direction du Dộpartement de franỗais et de russe :
- Augmenter le temps du module de compréhension- expression orale
- Introduire des chaợnes YouTube appropriộes en classe
- Utiliser des documents audio-visuels sur YouTube pour animer la leỗon
- Rechercher et sélectionner activement des documents audio-visuels sur YouTube
- Consacrer plus de temps à l'auto-apprentissage
- Profiter des gestes disponibles sur YouTube pour effectuer processus d'écoute plus efficacement
- Diviser clairement le plan d'écoute, choisir des stratégies d’écoute adaptées au niveau.
Résultats de l’enquête auprès des enseignants
3.3.1 La représentation et les pratiques de l’auto-apprentissage de la compréhension orale (résultats des réponses aux questions 1, 2)
The three interviewed teachers emphasized the importance of self-directed learning for oral comprehension among students They noted that the time spent at school is insufficient, making self-study a crucial activity for mastering this skill Teacher 1 suggested that for every hour of study at school, three hours of home study are necessary for effective self-learning Teacher 2 highlighted that due to limited school hours, achieving a B2 level or overcoming professional challenges becomes difficult if students do not recognize the need for self-learning.
Furthermore, regarding the level and objectives of listening, teachers provide instructions to students These instructions may include preparing content and identifying key elements, transitioning from global listening to detailed listening Additionally, teachers often assign other tasks to enhance students' self-learning.
3.3.2 L’utilisation de documents audio-visuels sur Internet dans l’auto-apprentissage de la compréhension orale
All the interviewed teachers strongly encourage students to utilize audiovisual materials available on the Internet, as these resources are accessible, diverse, and regularly updated However, it is essential to select official documents Table 7 outlines some of the sources recommended by the instructor.
Tableau 7 : Les sources de documents audio-visuels sur Internet proposées par les enseignantes Sources de documents audio-visuels sur Internet Nombre Pourcentage
Sites pédagogiques de l’enseignement/ apprentissage du franỗais
Sites de réseaux sociaux comme YouTube, Instagram,
Sites de magazines en ligne 0 0
Sites spécialisés de vulgarisation dans la pédagogie, le tourisme et d'autres domaines
3.3.3 L’utilisation de documents audio-visuels sur YouTube dans l’auto-apprentissage de la compréhension orale À travers les résultats de l'enquête, deux enseignantes encouragent fortement les étudiants à utiliser des documents audio-visuels sur YouTube Selon l’enseignante 1, YouTube propose une variété de cours d'écoute pour tous les niveaux, les documents audio-visuels ici sont également plus intéressants que les documents sonores du CD Ce sont les choses qui motivent les étudiants à apprendre la compréhension orale Pour l’enseignante 3, elle présente souvent des chaợnes YouTube utiles, dont le contenu est liộ à la leỗon Parfois, elle met à jour ses cours sur YouTube pendant le temps d'apprentissage en ligne pour les étudiants Seul l’enseignante 2 n’introduit pas beaucoup des documents audio-visuels sur YouTube car certaines chaợnes ne sont pas assez fiables Toutefois, elle fournit des ressources vộrifiộes directement aux ộtudiants au lieu de les utiliser Les chaợnes proposées par les enseignantes sont présentées dans le tableau 8
Tableau 8 : Les chaợnes de documents audio-visuels sur YouTube proposộes par les enseignants
Types de chaợnes Les chaợnes proposộes
Les chaợnes d’information tộlộvisộe RFI, TCF, Bonjour de France, JULIEN
GELOEN Les chaợnes de l’enseignement du franỗais TV5Monde, franỗaisfacile, Francais avec
Les chaợnes spộcialisộes de vulgarisation
The three teachers observed that YouTube serves as an authentic and useful resource, providing students with practical exposure to French The diverse content and vibrant visuals are likely to engage students Features like rewind and subtitles enhance the listening process for learners However, the teachers note a lack of motivation among students, who are easily distracted by entertainment channels Additionally, selecting appropriate audiovisual materials that match the learners' levels poses a challenge for students.
D’aprốs les trois enseignantes enquờtộs, nous avons reỗu des propositions portent sur les contenus suivants :
- Organiser des concours de crộer des chaợnes d'information franỗais
À la Direction du Dộpartement de franỗais et de russe :
- Maintenir le forum d'échange d'expériences d'apprentissage
- Trouver la motivation pour l'apprentissage et l'auto-apprentissage
- Rechercher les documents à l'Institut Franỗais
- Sộlectionner les documents audio-visuels, ensuite s'entraợner rộguliốrement à la compréhension orale, enfin prendre une habitude pour renforcer l’auto-apprentissage.
Discussion de résultats de l’enquête
Based on the analysis of audiovisual materials on YouTube for self-learning in listening comprehension, it is evident that most students recognize the importance of listening skills and the availability of digital resources However, there are still challenges that students face when utilizing these materials.
The survey results regarding student representation in self-directed listening comprehension (Table 4) indicate that self-learning is an essential skill for all students, with over 94% acknowledging the necessity of self-learning objectives However, many students have not utilized the abundant audiovisual resources available online (Figure 2) The most accessed platforms are social media sites (42.5%), primarily used for daily updates and communication While over half of the students occasionally visit websites that provide basic knowledge, such as educational platforms for learning French and specialized popularization sites in pedagogy and tourism, this may stem from their inexperience in locating reliable resources and the absence of a clear self-learning plan Additionally, teachers observe that students are often distracted by various forms of online entertainment, resulting in a lack of initiative to seek out materials beyond the classroom.
The survey results on the use of audiovisual materials on YouTube reveal both advantages and challenges faced by students On the positive side, both teachers and students acknowledge the diversity and constant updates of YouTube's audiovisual content, which enhances student engagement Additionally, YouTube's features facilitate the implementation of practical processes and strategies However, students often struggle with selecting appropriate materials, particularly in choosing keywords for effective searches This difficulty encompasses both objective challenges, such as distractions during listening, and subjective issues, where varying content types require different listening methods for optimal information retention Teachers also note that students tend to invest insufficient time in self-directed learning To mitigate these challenges, it is crucial for students to dedicate more time to independently researching reliable materials, in conjunction with resources recommended by their teachers.
When it comes to the use of audiovisual documents on YouTube, understanding the different types of YouTube channels and audiovisual materials reveals that the age of students (20-25) plays a significant role in their engagement and interaction with the content.
The content sought by students, particularly descriptive and injunction documents, features engaging and realistic presentations that enhance their motivation for self-learning During listening activities, most students effectively identify the necessary strategies and activities, aided not only by YouTube's features but also by classroom practice under teacher guidance Additionally, students can gain other knowledge, such as oral expression and linguistic and sociocultural understanding, while listening Therefore, audiovisual materials on YouTube are beneficial when students possess clear methods and motivations, utilizing the knowledge acquired in class.
More than half of the third-year students surveyed (32 out of 47) proposed using audiovisual materials from YouTube for self-learning in oral comprehension at the Department of French and Russian at the School of Foreign Languages, Hue University This indicates a strong desire among students to utilize these resources more effectively to enhance their oral comprehension skills Furthermore, these suggestions reaffirm the necessity for students to have supportive materials for self-learning, enabling them to select and study the relevant documents needed for their improvement.
The analysis and comparison of the use of audiovisual materials on YouTube for self-learning in listening comprehension provide partial answers to our research questions Our findings indicate that most student responses align with our initial hypotheses Notably, although students have not yet fully utilized audiovisual resources on YouTube, they demonstrate a good understanding of the necessary activities and strategies for effective listening This is a positive sign that students can quickly enhance their listening comprehension through the effective use of these materials in self-learning We also appreciate the contributions from both students and teachers, which are invaluable for conducting a thorough investigation.
This chapter explores the use of audiovisual materials on YouTube for self-learning oral comprehension among third-year French students at the Department of French and Russian at the University of Hue These resources are valuable for autonomous learning; however, they require significant learner independence and careful selection of materials Based on analyses and reliable data gathered from surveys, we draw deeper insights that lead to conclusions and pedagogical recommendations to assist students in effectively utilizing these types of documents.
CONCLUSIONS ET PROPOSITIONS PÉDAGOGIQUES
The survey results on the representation and use of audiovisual documents on the Internet, particularly on YouTube, have provided valuable insights into the self-learning situation regarding oral comprehension of French This research specifically focuses on the utilization of audiovisual materials for enhancing oral comprehension among third-year students in the French and Russian Department at the Higher School of Foreign Languages, University of Hué.
Research findings indicate that most students recognize the importance of listening comprehension and the availability of digital resources However, they often lack the necessary experience and a clear self-learning plan to effectively utilize these resources Consequently, strong learner autonomy and careful selection of materials are critical factors that determine whether students can enhance their listening comprehension self-learning abilities.
Additionally, we identified the benefits and challenges faced by students in using audiovisual materials on YouTube These findings enable students to master audiovisual content on YouTube more quickly.
Moreover, we found that the ways in which students use audiovisual materials on YouTube are quite consistent Most students effectively identify the necessary activities and strategies The materials chosen by students reflect the types of documents they seek Additionally, students can expand their knowledge beyond just listening comprehension.
Additionally, this survey gathers insights from students and teachers regarding various aspects of effectively utilizing audio-visual materials on YouTube for self-directed listening comprehension These findings will serve as a practical foundation for developing educational proposals.
We are pleased with the contributions from our professors and third-year students, which enabled us to conduct a comprehensive survey We hope to have made a meaningful contribution to the use of audiovisual materials on YouTube for self-learning in listening comprehension.
4.2 Propositions À partir de la recherche théorique et les résultats de l’enquête de l'utilisation des documents audio-visuels sur YouTube dans l’auto-apprentissage de la comprộhension orale des ộtudiants en troisiốme annộe du Dộpartement de franỗais et de russe à l’École Supérieure de Langues Étrangères, Université de Hué, nous proposons les propositions pédagogiques suivantes :
4.2.1 Propositions à la direction de l’École :
4.2.1.1 Organisation de forums de partage d’expériences sur l’utilisation de YouTube
YouTube experience-sharing forums provide a platform for students to exchange and learn from each other's experiences in applying YouTube within the educational environment.
However, the ownership and scope of such forums should not be limited to theoretical discussions; they must also incorporate group activities and Q&A sessions to clarify students' opinions.
4.2.1.2 Organisation de concours de montage de chaợnes sur YouTube
Information channels are regarded as the primary means for updating and disseminating information at the University of Hué, specifically for the internal students of the Department When establishing information channels between departments, two key advantages became immediately apparent.
Les connaissances des étudiants sont mises à jour facilement et rapidement
La compộtition dans un concours contribue à amộliorer le contenu des chaợnes
En même temps, le processus par lequel les étudiants apportent des idées et amộliore la qualitộ de la chaợne permet ộgalement aux ộtudiants d'approcher en partie YouTube plus efficacement
4.2.2 Propositions à la Direction du Dộpartement de franỗais et de russe
4.2.2.1 Augmentation du volume horaire du module de compréhension- expression orales 5
During the Oral Comprehension and Expression module 5, students dedicate 15 weeks (22-30 hours) to studying the two main subjects Throughout this period, they focus solely on listening to the materials from the textbook while integrating oral expression As a result, classroom listening practice often proves insufficient, and it can be challenging to incorporate additional online resources, especially from platforms like YouTube.
Students and teachers from the French and Russian Department express a desire to dedicate more time to this module to enhance classroom practice and provide tutorials They aim to introduce the use of audiovisual materials from YouTube to support self-learning in listening comprehension.
4.2.2.2 Ouverture de forums d'échange d'expériences d'apprentissage
The annual learning experience exchange forum is a valuable activity held in the first semester This event allows students to have fun while sharing their learning experiences, strategies, and relevant materials, particularly audiovisual content from the internet and YouTube Maintaining this forum is essential to enhance the learning environment for students.
4.2.3.1 Auto-apprentissage de la compréhension orale
Students need to recognize the importance of self-directed learning in developing language skills, especially listening comprehension, when learning a foreign language It is essential to focus on the following key elements:
Premièrement, les étudiants doivent identifier leurs propres objectifs d'apprentissage À partir de là, les étudiants élaborent des plans d'apprentissage clairs pour leur processus d'apprentissage
Secondly, selecting the appropriate learning method is crucial for effective self-directed learning, guiding learners in the right direction and saving them time Thirdly, identifying criteria for selecting audiovisual materials on YouTube, such as popularity and view counts, plays a significant role in enhancing the learning experience.
… est la clé pour éviter les documents peu fiables Grâce aux critères sélectionnés, les étudiants peuvent accéder facilement et rapidement aux documents convenable à leur niveau