[Résumé en anglais] This study offers a synchronic overview of the uses of generative artificial intelligence (genAI) in secondary-level language education. Drawing on an empirical analysis of 50 teaching scenarios published on Édubase between 2022 and 2025, it investigates how genAI is integrated into pedagogical practices through the theoretical frameworks of co-agency and AI literacy. The analysis identifies three main configurations of use: the teacher alone using genAI as a design and assessment assistant; the learner alone using it as a tutor or language partner; and a more collaborative teacher–learner–genAI configuration, in which AI also becomes an object of shared reflection. Even if teachers remain the main drivers of pedagogical intentionality, co-agency frequently emerges through forms of critical regulation exercised by teachers and/or students, particularly via the evaluation of genAI-generated outputs and the iterative refinement of prompts. Findings indicate that approaches to AI literacy predominantly emphasize critical and technical skills – especially prompting – while paying comparatively limited attention to understanding the underlying functioning of AI models and to fostering reflexivity regarding reading, writing, and learning processes. The article thus highlights levers for positioning genAI as an empowering pedagogical partner, based notably on the preservation of human responsibility and the reinforcement of disciplinary knowledge.
This article presents a critical synthesis of how contemporary voice technologies (automatic speech recognition (ASR), computer-assisted pronunciation training (CAPT), text-to-speech synthesis (TTS), and generative AI) are being integrated into pronunciation teaching in foreign language education, understood as a sub-domain of L2 oral competence. The broader dimensions of oral performance (pragmatic interaction, discursive fluency, embodied communication) are acknowledged as a wider didactic horizon but are not treated as direct objects of empirical analysis. The corpus brings together foundational works in corrective phonetics pedagogy and recent empirical and theoretical contributions from technology-mediated language learning, selected on explicit criteria: direct relevance to L2 pronunciation instruction, publication in peer-reviewed specialist journals or in evaluated proceedings from recognised venues in the field, with primary coverage of 2015-2026. The article is organised around three analytical frameworks, followed by a critical discussion. The technopedagogical framework distinguishes the functions of TTS, ASR, and classical CAPT systems from those of generative AI architectures, examining their role in restructuring learning time through the flipped classroom model. The conceptual framework introduces the notion of computational reduction (proposed here as an interpretive tool, distinct from Chevallard’s (1985) didactic transposition, which presupposes human intentionality) alongside the mediation/mediatisation distinction, to examine what these technologies do to phonetic knowledge and to the pedagogical relationship. The psycholinguistic framework examines the effects of technological environments on evaluative anxiety, learner autonomy, and self-regulation, with attention to moderating variables linked to learners’ digital profiles. A concluding critical discussion maps the structural limitations of existing systems (segmental bias, suprasegmental deficit, diagnostically impoverished algorithmic feedback, and ecological biases) and sets out an operational research agenda oriented towards linguistically informed technopedagogical mediation, with explicit minimum conditions.
This paper examines the relationship between emotional processes and learner autonomy in language acquisition. It assumes that the emotional dimension plays a central role in autonomy, linking emotions, metacognition, and self-directed learning. Drawing on affective neuroscience, the biology of cognition, and applied linguistics, the study treats emotions as constitutive of becoming autonomous. Within this perspective, the Control‐Value Theory of Achievement Emotions (Pekrun, 2006) provides a conceptual framework for understanding how specific emotional experiences may either foster or hinder autonomous engagement. Building on the qualitative framework for applying the Control-Value Theory (CVT) to narrative data proposed by Ferro et al. (2026), the paper empirically tests this model by analysing Teletandem learning diaries. The analysis contributes to the discussion of how cultivating metacognitive awareness through practices that foreground affective dimensions can enhance autonomy development in language education.
This article examines the mismatch between teachers' institutional uses of digital tools and students' informal digital practices in the learning of French as a foreign language (FFL) in Moroccan universities, and analyses its implications for learner autonomy. The study adopts a mixed-methods approach combining a questionnaire administered to 180 students and semi-structured interviews conducted with 12 FFL teachers in three university institutions in Tetouan. The findings reveal a predominance of largely transmissive and institutionally framed digital practices on the teachers' side, contrasted with students' diversified and self-directed uses developed outside formal learning environments. A typology of four student usage profiles is proposed, highlighting differentiated forms of autonomy that are often constructed in parallel to pedagogical guidance. The article discusses the didactic implications of this institutional-informal gap and argues for a better articulation between formal digital practices and students' informal learning activities in university-level FFL instruction.
This article examines the mismatch between teachers’ institutional uses of digital tools and students’ informal digital practices in the learning of French as a foreign language (FFL) in Moroccan universities, and analyses its implications for learner autonomy. The study adopts a mixed-methods approach combining a questionnaire administered to 180 students and semi-structured interviews conducted with 12 FFL teachers in three university institutions in Tetouan. The findings reveal a predominance of largely transmissive and institutionally framed digital practices on the teachers’ side, contrasted with students’ diversified and self-directed uses developed outside formal learning environments. A typology of four student usage profiles is proposed, highlighting differentiated forms of autonomy that are often constructed in parallel to pedagogical guidance. The article discusses the didactic implications of this institutional–informal gap and argues for a better articulation between formal digital practices and students’ informal learning activities in university-level FFL instruction.
When teaching Spanish as a foreign language, listening comprehension is a fundamental skill that is often lacking due to inadequate resources. This text provides feedback on an experiment using two digital tools, ElevenLabs and Audacity, to create audio teaching aids suitable for beginners (A2 level). The experiment, carried out in a class of first-year university students, demonstrates that the autonomous production of resources not only satisfies material constraints, but also opens up the possibility of a more accomplished teaching of prosody and linguistic diversity. With the help of a learning scenario, we suggest ways of thinking about how digital tools can be used in teaching practice.
This article examines the extent to which a blended learning course providing differentiated teaching and targeting autonomy development promotes learner agency. To this end, the study was based on the four characteristics attributable to the concept of agency: intentionality, forethought, self-reactiveness and self-reflectiveness. These characteristics were then considered in a blended learning course to cater for the heterogeneity of students of French as a foreign language in a multi-level class. Four specific approaches were introduced: differentiated teaching, the use of autonomy-supportive tools (group logbooks, individual interviews, learning-to-learn sessions and ePortfolios) and project-based learning. Action research was carried out to measure the potential of the course to promote learner agency. Quantitative and qualitative data were collected and analysed. Based on these analyses, this article explores how learners, through the proposed course, are able to set themselves objectives, anticipate their learning needs, adjust their strategies and self-regulate. The results show that a blended learning course providing differentiated teaching, designed to meet the individual needs of learners, has promoted the development of various dimensions of agency.
Cet article présente un escape game pédagogique (EGP) créé dans le cadre du projet ObRéCo ainsi que son expérimentation et les résultats qui en découlent concernant l’attitude des élèves. Cet EGP s’inscrit dans le cadre d’une démarche d’observation réfléchie et comparée des langues à l’école primaire. Il a pour but de favoriser le développement de compétences métalinguistiques en français et en langues d’une part et la motivation et l’engagement des apprenants d’autre part.
L’article explore la façon dont la cartographie participative peut favoriser l’engagement agentif d’étudiants internationaux à travers leurs expériences en milieu urbain. Le projet utilise des outils numériques pour documenter et partager les expériences des étudiants à travers une application cartographique. Cette approche permet de recueillir des récits d’expérience sur les lieux fréquentés, favorisant ainsi une réflexion sur leur intégration et leur agentivité dans un nouveau contexte social et langagier. À travers des focus groups, l’analyse des discours des participants met en lumière les avantages et les limites perçues de l’application, ainsi que son impact sur la socialisation et l’engagement des étudiants.
Cette étude vise à analyser la pertinence de l’introduction d’un portfolio oral électronique comme vecteur de développement des compétences orales d’apprenants de niveau B1 en contexte universitaire anglophone. L’objectif de cet e-portfolio était de favoriser la production orale spontanée en dédramatisant les erreurs produites sur le vif et en relativisant l’importance de la correction langagière. L’utilité de cette tâche est considérée à partir d’un ensemble de données collectées au cours de trois années (n = 255), dont un échantillon de 12 capsules vidéo et 15 entretiens réalisés en fin de cycle 1 et 2. Si la fluidité des apprenants n’évolue pas de façon notable, la disposition à communiquer a été renforcée grâce à l’agentivité octroyée par le biais de ce dispositif.
When teaching Spanish as a foreign language, listening comprehension is a fundamental skill that is often lacking due to inadequate resources. This text provides feedback on an experiment using two digital tools, ElevenLabs and Audacity, to create audio teaching aids suitable for beginners (A2 level). The experiment, carried out in a class of first-year university students, demonstrates that the autonomous production of resources not only satisfies material constraints, but also opens up the possibility of a more accomplished teaching of prosody and linguistic diversity. With the help of a learning scenario, we suggest ways of thinking about how digital tools can be used in teaching practice.
This article presents an educational escape game (EEG) developed as part of the ObReCo project, as well as its implementation and the results obtained. This EEG is based on the comparative observation of languages at primary school. It aims to foster the development of metalinguistic skills in French and in foreign languages, on the one hand, and the motivation and engagement of learners, on the other hand.
The spectacular progress of neural machine translation (NMT) has sparked both interest and concern regarding its potentially positive and negative impact on foreign language learning, particularly in North America, where the disengagement of learners is reflected in declining enrolment and even program closures. This article aims to clarify the role of learners and teachers in digitally transformed learning by exploring the dynamic tension between the affordances of increasingly power tools and their agentive use, which itself is associated with varying degrees of engagement. concepts of affordance, agency, and engagement are first introduced from an ecological and sociocultural perspective, then illustrated using a longitudinal case study of bi/pluriliteracy development. The triangulation of screen recording, interviews and written productions reveals an agentive, but not necessarily optimal, use of the affordances of NMT. The pedagogical benefits of the concepts of affordance, agency and engagement are emphasized within a "metatechnolinguistic" (Guichon, 2024) awareness-raising approach designed to help better exploit NMT for two sometimes contradictory purposes: producing the best possible text in an additional language and learning that language, according to the learner's negotiable intent.
This article examines the extent to which a blended course providing differentiated teaching and targeting autonomy development promotes learner agency. To this end, the study was based on the four characteristics attributable to the concept of agency: intentionality, forethought, self-reactiveness and self-reflectiveness. These characteristics were then considered in a blended learning course to cater for the heterogeneity of students of French as a foreign language in a multi-level class. Four specific approaches were introduced: differentiated teaching, the use of autonomy-supportive tools (group logbooks, individual interviews, learning-to-learn sessions and ePortfolios) and project-based learning. Action research was carried out to measure the potential of the course to promote learner agency. Quantitative and qualitative data were collected and analysed. Based on these analyses, this article explores how learners, through the proposed course, are able to set themselves objectives, anticipate their learning needs, adjust their strategies and self-regulate. The results show that a blended learning course providing differentiated teaching, designed to meet the individual needs of learners, has promoted the development of various dimensions of agency.
The article explores how participatory mapping can foster the agentic engagement of international students through their experiences in urban environments. The project uses digital tools to document and share students' experiences through a mapping application. This approach makes it possible to gather experiential accounts of the places they have visited, encouraging reflection on their integration and agentivity in a new social and linguistic context. Through focus the analysis of participants' discourses highlights the perceived advantages and limitations of the application, as well as its impact on students' socialization and engagement.
Various studies in SLA suggest that while learner agency is fundamental to success, it is a complex phenomenon. While some scholars relate agency to power, control, and mastery, others such as Rainio and Hilppö (2017) highlight some inherent contradictions in educational contexts, viewing agency as both mastery and submission, control and dependence, enacted and imagined. Agency can also be seen as emerging from environmental affordances or constraints and can be transformative not only for individuals but also their surroundings. Technology-mediated virtual exchange (VE) for language learning is said to encourage student-centred semi-immersive activities (O’Dowd, 2018) that support the development of learner agency. This article explores how agency emerges in response to the educational design and environmental constraints of a given VE setting for L2 learning. Using a case study methodology and the dialectical framework of agency proposed by Rainio and Hilppö (2017), it investigates the development of agency of three Irish students who took part in two Franco-Irish VE projects in 2022-2023. The students’ semi-structured interviews were used to triangulate the emerging agentive actions that were identified in online interactions. It was found that learners navigate the dialectical poles of agency in various ways within the VE environment’s affordances, constraints and tensions.
Agency, as defined by Bandura (2006), is primarily referenced in studies on distance learning in higher education and/or adult education, and it appears much less frequently in those focusing on secondary education. This is partly due to the fact that questions of student engagement, as well as the motivation to learn, inevitably come into conflict with the traditional structure of schooling. Consequently, the issue of student agency seems conceivable only outside the formal school framework. With this assumption in mind, we undertook an analysis of interactions among members of a Facebook group created in 2012 by high school students learning Korean. The findings reveal the strong and sustained participation of students, particularly in Korean, along with exchanges that highlight key elements of self-directed learning. They also show that agency, both individual and collective, manifests in interactional situations tied to the formal aspects of schooling. The space that students freely created and chose outside of their high school Korean classes appears to reveal a framework-or at least a relational dimension (teacher-student)-typical of the school environment, which, while role-played, contributes to student engagement in learning the target language.
Our study observes the dynamics within Virtual Exchange groups as a learning community and social group. We use Positioning Theory to determine through the discourse how individuals position themselves within the VE and in relation to their peers. Positioning helps us to explore what might drive and shape engagement in peer communication and collaboration. A content analysis of reflective texts, written at two key moments in the VE reveals different expressions of engagement, while an analysis of pronominal references in these texts shows how participants relate to their partners and their collaborative group. By cross-referencing various quantitative and qualitative observations, the dynamics of group membership and tacit commitment to peers are brought to light, completing the interplay between individual and collective engagement.
This article focuses on student agency during video-mediated foreign language classes that took place during the pandemic. My aim is to understand how learners were able to deploy their agency in this constrained context, during which online teaching was mandatory. How does the interpersonal relationship established between the interactants, characterised by ethical action, contribute to the participants' engagement and agency? After presenting a theoretical framework on remote social presence and agency in digital learning environments, I outline the methodology adopted, which is based on self-observation of three master's courses during the 2020-2021 academic year and a three-stage qualitative cross-analysis. First, I study the students' initiatives, which show a strong engagement and lead to a negotiation of the didactic contract. I then analyse group work on the basis of two practical questions that emerged, and approach them from an ethic perspective as well. In the final section, I show how the students recognise the teacher's ethical action and highlight her role in the participants' commitment.
