Apprentissage autorégulé de la littérature en FLE dans l’enseignement universitaire à distance : le cas de deux cours en Suède

Abstract

This research analyses online teaching methods for French as a foreign language at university level through the study of two courses for Swedish students. Based on questionnaires and semi-structured interviews with seven students, it has two objectives: firstly, to examine the self-regulation strategies used by the students to understand literary texts and achieve the objectives of the modules, and secondly, to question the reception and effectiveness of the autonomy-based teaching approach. The results indicate that students’ use of self-regulation strategies, including cognitive strategies such as the use of digital tools and multimodal literacy, metacognitive strategies such as planning and adjusting learning strategies, and volitional strategies such as managing emotions and personal obligations alongside studies, played a crucial role in their sense of accomplishment and success in both modules when confronted with complex texts and a demanding workload. The study highlights the importance of teachers explicitly supporting the development of self-regulated learning strategies, while encouraging a critical approach to the use of digital tools, in order to enhance students’ autonomy in distance learning in the age of AI.