Students' Views on Learning French Online with Microsoft Teams® during COVID-19 Pandemic

Autor/in	Alabay, Sercan
Titel	Students' Views on Learning French Online with Microsoft Teams® during COVID-19 Pandemic
Quelle	In: African Educational Research Journal, 9 (2021) 2, S.333-338 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Student Attitudes; French; Videoconferencing; Computer Mediated Communication; COVID-19; Pandemics; Second Language Learning; Electronic Learning; Distance Education; Foreign Countries; College Students; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Französisch; Computerkonferenz; Zweitsprachenerwerb; Distance study; Distance learning; Fernunterricht; Ausland; Collegestudent; Türkei
Abstract	Technological developments have made online learning tools become a part of educational process. The COVID-19 pandemic has made them a necessity. Learning a foreign language with the help of e-learning software is a debatable subject of 21st century. Microsoft Teams® is one of this software and understanding its effect on learning a foreign language is worth studying. Thus, this study aims to understand students' views on learning French online with Microsoft Teams. The design of this study is the case study. The participants were 23 students learning French as a foreign language. The data were gathered through semi-structured interview form and the data were analyzed through content analysis. The results of the study reveal three themes on this subject. These themes are the reality of distance learning, the user friendliness of Microsoft Teams, and learning a foreign language online. With these themes, this study tries to compose a deeper understanding about learning a foreign language with a popular software. (As Provided).
Anmerkungen	Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: http://www.netjournals.org/aer_index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01