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Nous interrogeons les formes d’interactions des apprenants dans un parcours d’autoapprentissage guide en langues. Le dispositif comprend un centre de ressources en langues, des entretiens et un journal de bord reflexif sur leurs activites dont certaines visent des interactions : tandem, reseaux sociaux, etc. A partir de questionnaires et d’extraits de journaux de bord, nous proposons une typologie des interactions qui nous conduit d’une part a interroger les apprentissages formels, non formels ou informels, d’autre part a relier ces interactions aux differentes categories de l’autonomisation : autodirection, planification et choix des ressources, autoregulation et choix des strategies, autoevaluation. We analyze the way interactions take place among learners in a self-directed language learning environment. It gathers a language learning centre, individual interviews and a reflexive learning journal describing their activities, which may include interactions such as tandem, social networks, etc. We rely on questionnaires and learning journal extracts that help us build a typology of interactions. This leads us to discuss the notion of formal, informal and non-formal learning and to associate these interactions with several categories for the development of autonomy: self-direction, planning and choosing resources, self-regulation and choice of strategies and self-evaluation.

canadian journal of learning and technology

Interactions plurielles d’étudiants en autoformation guidée et autonomisation | Interactions and Autonomization of Students in a Guided Self-Learning Environment