Interactional dynamics in light of the concept of “apprenance”: the trajectories of adult learners of English in a blended learning environment combining an institutional setting and opportunities in the “Wild”
Fairet, Caroline
Interactional dynamics in light of the concept of “apprenance”: the trajectories of adult learners of English in a blended learning environment combining an institutional setting and opportunities in the “Wild” - 2024.
24
This longitudinal pilot research aims to identify and understand the trajectories of adult learners of English in a blended learning environment which interfaces an institutional context with the opportunities to use and learn English in the “Wild”. Their trajectories are explored from the interactional dynamics perspective in light of the concept of “apprenance” (Carré, 2005). A qualitative and quantitative approach was conducted using questionnaires, logbooks, learning narratives, and semi-structured interviews. The results allow us to identify the effects of the dynamics over time in terms of L2 learning and dispositions to learn. They also unveil how the concept of “apprenance” can be conceived as an epistemological framework, an analytical tool and a support for the design of institutional learning environments that promote lifelong learning dispositions.
Interactional dynamics in light of the concept of “apprenance”: the trajectories of adult learners of English in a blended learning environment combining an institutional setting and opportunities in the “Wild” - 2024.
24
This longitudinal pilot research aims to identify and understand the trajectories of adult learners of English in a blended learning environment which interfaces an institutional context with the opportunities to use and learn English in the “Wild”. Their trajectories are explored from the interactional dynamics perspective in light of the concept of “apprenance” (Carré, 2005). A qualitative and quantitative approach was conducted using questionnaires, logbooks, learning narratives, and semi-structured interviews. The results allow us to identify the effects of the dynamics over time in terms of L2 learning and dispositions to learn. They also unveil how the concept of “apprenance” can be conceived as an epistemological framework, an analytical tool and a support for the design of institutional learning environments that promote lifelong learning dispositions.
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