An Assessment of Social Interaction Responsiveness of Selected Online Resources for French Vocabulary Learning by Foreign Learners

Yıl 2019, Cilt: 7 Sayı: 1, 380 - 394, 30.03.2019

Samuele T. Owoeye Maryam Tar Eugenia N. Abıodun-enıayekan Olukayode T. Babatunde

Öz

This paper investigates the appropriateness of Internet-based learning resources in the acquisition of
French vocabulary by foreign learners using the framework of the social interaction theory of learning.
Five online French language learning platforms are randomly selected and an assessment of their
responsiveness to the framework of the social interaction theory of foreign language learning is
carried out. Findings show that the five online resources, although not on the same level of interactive
effectiveness, would be of great assistance to foreign learners of French in their quest to acquire
adequate vocabulary. Finally, far-reaching recommendations are made to developers of online
vocabulary learning resources on how to best present their learning contents for optimal results.
Recommendations are also made to French teachers and learners on ways by which the use of online
platforms can be optimally utilized to facilitate the acquisition of French vocabulary.

Anahtar Kelimeler

Social interaction, more knowledgeable others, zone of proximal development, French vocabulary, online learning resources.

An Assessment of Social Interaction Responsiveness of Selected Online Resources for French Vocabulary Learning by Foreign Learners

Öz

Anahtar Kelimeler

Social interaction, more knowledgeable others, zone of proximal development, French vocabulary, online learning resources.

Kaynakça

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