NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856305
Record Type: Journal
Publication Date: 2009-Aug
Pages: 28
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0008-4506
To Like or Not to Like! Student Perceptions of Technological Activities for Learning French as a Second Language at Five Canadian Universities
Peters, Martine; Weinberg, Alysse; Sarma, Nandini
Canadian Modern Language Review, v65 n5 p869-896 Aug 2009
This article examines student attitudes towards and perceptions of technological activities in the language classroom. Data collected from students (n = 71) in the French language departments of five Canadian universities were used to examine which technological activities students preferred, whether and to what degree different activities were judged useful, and how frequently students perceived that they were doing these activities. Four trends emerged. First, students find computer-assisted activities useful. Second, students prefer activities that are less mediated, more based on authentic materials and more like activities they do in everyday life, to didactic activities. Third, students tend to prefer and judge more useful the computer-assisted activities done individually rather than collaborative activities. Finally, it seems that traditional types of computer-assisted activities such as listening, grammar, and vocabulary exercises are more appreciated and judged more useful than are newer types of activities such as blogs and WebQuests. Concluding remarks offer pedagogical suggestions based on these findings.
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada