Abstract:

The first part of this paper aims to describe the evolution of the concept: “blended learning” and contribute to develop the new model of blended language learning, which takes into account several aspects of the language learning and teaching (modality, pedagogy, chronology, technology, learning material, etc.).

The second part of the article, by a case study, shows how to transfer this concept to teaching practices in order to support learner autonomy in language learning via a social network tool, Facebook, which most students use in their daily life. The population was 28 students in a French courses preparation for the DELF B2 during four months from May – September 2018. The study was experimental and the method was carried out as a complement for the class activities according to the syllabus of French program subject for 15 course weeks.

The authors examine the course experience and outcomes and discuss pedagogical and practical elements of teaching with Facebook in a blended learning mode by analyzing interaction, language content productions and the role of some Facebook features (forum, sharing learning materials, and building collaborative learning content) to support hybrid pedagogy in the language learning context.

Results of the study reveal three significant changes in learners’ attitude and skills: more engaged in the course, oral production skill significantly improved.

It concludes with recommendations for institutional support of hybrid course initiatives.

Keywords:

Blended language learning, Facebook, social network, learner autonomy, student engagement, teaching with ICT.