Abstract:

During the Covid-19 pandemic, new technologies unexpectedly penetrated various areas of our lives, therefore, also in education, opening new horizons. Educators and learners were invited to transform the traditional live course into a distance-learning course in one night at all levels of education and in both formal and informal education types. New applications and software saw the light and new perspectives emerged. Education has actually evolved. Educators and learners were asked to use either computers or mobile devices to prepare and attend, respectively, the lessons. This paper refers to the foreign language learning for specific purposes (LSP) through telecollaboration, supported by the combination of computer and mobile-assisted language learning (CALL/MALL), highlighting the special features of these technologies according to researches already carried out. More specifically, after an extensive literature review that was carried out regarding the contribution of telecollaboration in education, and then in foreign language education, its use in computer-assisted language learning and in mobile-assisted language learning followed, highlighting the special features of these technologies according to the researches that had been conducted. Reference is then made to foreign language learning for specific purposes (LSP) and its special features, and the embed of telecollaboration tools in class for foreign language learning for specific purposes. Research concerning their inclusion in the teaching of French, as a foreign language for specific purposes is then presented.

Keywords:

Distance learning, foreign language learning, students' perceptions, vocational training, telecollaboration, new technology, education, French.