Contributions and Limits of Distance Learning to Oral Expression in a FLE/FFL Course: (Teams Platform Case)

Abstract

Following the alleviation of the health crisis, many researchers recommended the preservation of the synchronous teaching mode in the teaching/learning process. In light of this development, many of the paradigms governing the field of education have shifted to include new technologies in education to a greater extent. In this context, foreign language teaching has in turn undergone significant changes. Classical and traditional methods and face-to-face teaching, while still functional and relevant, have been supplemented by ICT, which optimizes school activities and extends the learning environment into the digital realm, including the distance aspect of synchronous mode. However, the adoption of this mode is detrimental to one of the main components of this teaching - oral expression; participative and interactive in nature, the latter risks losing these main characteristics when carried out remotely if proper integration is not put in place. To guarantee this, it is necessary to continue adopting effective pedagogical strategies in face-to-face teaching of oral expression and transpose them to distance learning. Therefore, this work is based on the goal of observing the progress of the oral expression activity remotly, in order to identify the contributions and limits of this mode to this type of activity. To this end, the first part of this work will establish a theoretical foundation explaining the evolution of the didactics of oral expression, and then identify the place of the task of this discipline in distance mode. In the second part, the context of the study, the target audience and module, and the method and tools used are explained. Finally, after analyzing the advantages and disadvantages identified in the remote oral expression activity, we will offer some suggestions for integration based on our analysis of this observation.