Ablended-learning pedagogical model for French learning through an online interactive multimedia environment: Learner autonomy and efficacy

Abstract

This article is based on a study of a sample of students enrolled in a Distance and Open Learning Masters programme on computer applications at the University of Mumbai (IDOL). The students study French language as a compulsory subject in their course. Nurturing autonomous learners is an important goal for language teaching programmes. The article investigates if a distance learning programme helps learners achieve autonomy in a foreign language by studying students' reactions towards learning French through this course. The authors explore if the distance course structure makes students responsible for their learning, helps them develop metacognitive strategies, take proactive steps on their own- vital for the process of autonomization. The paper analyses the success and failure of the French learning programme and concludes with recommendations on an online interactive multimedia environment which could help improve the course technologically and academically and induce learner autonomy.