The Advantage of Combining and Qualitative Approaches in Evaluating College Success Plans
In this article, the authors discuss the detailed analysis they conducted upon completing a PAREA research project involving ICT use in a French-upgrade course. By comparing two groups (one that was instructed in a “non-tech” classroom; the other, with a multitude of technological tools (described exhaustively)), the researchers draw impressive conclusions about the benefits of integrating these resources in a course not traditionally held in much esteem by students. They also demonstrate the positive effect that the use of such means, both by students (in particular, correction software or speech synthesis, for reading difficult texts) and by teachers (e.g., onlining teaching aids or audiovisual feedback) can have on student success, motivation, and involvement.
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