As teachers' roles evolve in technology-enhanced language learning (TELL), choices of technological devices and instructional delivery and the degree of foreign language (FL) teacher facilitation within TELL activities are prominent. This investigation compared 53 beginning college French students' comprehension of FL video in a teacher-assisted viewing classroom environment (TAV) and an independent computer-based setting (IV) to examine the benefits of teacher mediation on students' comprehension of FL video and the relation to the types of questions asked, self-efficacy, and engagement. The results demonstrated that students performed equally well on comprehension measures in the TAV and IV conditions. With regard to self-efficacy, students felt significantly more confident in their ability to comprehend video in the TAV than in the IV condition. A relationship was found between self-efficacy and comprehension in the TAV, a relationship not present in the IV condition. Levels of engagement significantly predicted students' comprehension performance while working independently but were not a significant predictor of comprehension in the TAV condition. Implications of this study include (a) the need for increased exposure to self-directed learning tasks in beginning FL classrooms to improve self-efficacy toward independent TELL activities and (b) the need for student exploration during TAV tasks to improve engagement.

Grammar instruction is at the center of the target language (TL) and code-switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French-only grammar instruction and French/English grammar instruction on elementary-level students’ grammar performance. The study also examined students’ instructional preference and perceptions of the use of either approach to teach grammar and French in general. Grammar test score increases were significantly greater for the French-only condition, and posttest grammar scores were significantly higher for the French-only condition. Qualitative findings suggested that although a majority of students expressed a preference for learning French grammar with the support of English, they recognized the benefits of a TL approach.

Grammar instruction is at the center of the target language (TL) and code-switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French-only grammar instruction and French/English grammar instruction on elementary-level students' grammar performance. The study also examined students' instructional preference and perceptions of the use of either approach to teach grammar and French in general. Grammar test score increases were significantly greater for the French-only condition, and posttest grammar scores were significantly higher for the French-only condition. Qualitative findings suggested that although a majority of students expressed a preference for learning French grammar with the support of English, they recognized the benefits of a TL approach.

Abstract: This study investigated how to present grammatical structures to intermediate-level French college students. It compared the effects of a guided inductive and a deductive approach on short- and long-term learning of 10 structures. A mixed-methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within-subjects design featuring a pretest/posttest and immediate posttreatment tests. A questionnaire assessed students' preferences and relationships between preferences and performance were examined. Findings indicated a significantly greater effect of the guided inductive approach on short-term learning. The long-term findings and the relationship between preferences and performances were not significant. Analyses indicated that students who preferred explanations of the rules performed better with a guided inductive approach.

This study investigated how to present grammatical structures to intermediate-level French college students. It compared the effects of a guided inductive and a deductive approach on short- and long-term learning of 10 structures. A mixed-methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within-subjects design featuring a pretest/posttest and immediate posttreatment tests. A questionnaire assessed students' preferences and relationships between preferences and performance were examined. Findings indicated a significantly greater effect of the guided inductive approach on short-term learning. The long-term findings and the relationship between preferences and performances were not significant. Analyses indicated that students who preferred explanations of the rules performed better with a guided inductive approach.

The objective of this investigation was to examine the influence of self‐efficacy and other motivational self‐beliefs on the achievement of college intermediate French students (N= 303). Self‐efficacy for self‐regulation was a stronger predictor of intermediate French language achievement than were self‐efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self‐concept. Students who perceived themselves as capable of using effective metacognitive strategies to monitor their academic work time effectively were more apt to experience academic success in intermediate French. Female students reported greater self‐efficacy for self‐regulation, interest, value, and enjoyment in learning about both the French language and culture than did male students, despite the fact that men and women had similar achievement. Findings are interpreted from the perspective of Bandura's (1986) social cognitive theory as it related to foreign language motivation and learning.

This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty-seven second-semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within-subjects design featuring pre- and posttests and eight immediate posttreatment quizzes assessed the long- and short-term gains in grammatical knowledge for each condition. Results indicated a significant difference between participants' mean immediate test scores favoring the guided inductive approach. Findings of this study also indicated a strong trend in favor of guided induction on the long-term learning of grammatical structures. The results of this study support using a guided inductive instructional approach to teach grammar in the beginning-level foreign language classroom.

This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in college French classrooms. Forty-seven second-semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within-subjects design featuring pre- and posttests and eight immediate posttreatment quizzes assessed the long- and short-term gains in grammatical knowledge for each condition, Results indicated a significant difference between participants ' mean immediate test scores favoring the guided inductive approach. Findings of this study also indicated a strong trend in favor of guided induction on the long-term learning of grammatical structures. The results of this study support using a guided inductive instructional approach to teach grammar in the beginning-level foreign language classroom.

The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students ( N = 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves as capable of using effective metacognitive strategies to monitor their academic work time effectively were more apt to experience academic success in intermediate French. Female students reported greater self-efficacy for self-regulation, interest, value, and enjoyment in learning about both the French language and culture than did male students, despite the fact that men and women had similar achievement. Findings are interpreted from the perspective of Bandura's (1986) social cognitive theory as it related to foreign language motivation and learning.

This study compared a story-based video instructional package, with a featurelength film as its focus, to a text-based program. It explored the effectiveness of each approach to enhance the listening and grammar performances of intermediate-level college French students. Twenty-seven students at two institutions participated. A pretest-posttest design assessed long-term gains in listening performance and grammar performance. Results indicated that students significantly improved their listening skills and grammar knowledge when exposed to the story-based video package. For the text-based group, students did not significantly improve in listening, but they significantly improved in grammar. For grammar only, the increase in mean scores for the video-based group was significantly higher than the increase in mean scores for the text-based group. The videobased curriculum used a narrative approach to teach grammar and foster listening. Results support using a film with an engaging storyline and with embedded targeted structures as effective input to enhance linguistic performance.

Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influ ence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura's (1986) social cognitive theory, the purpose ofthis study was to examine the relationship between self-efficacy, anxiety, and French profi ciency in reading and listening. Students' reading self-efficacy in French was positively related to reading proficiency, whereas reading anxiety was not related. Listening self-efficacy was positively associated with listening proficiency only for the female participants, and listening anxiety was positively related to the listening proficiency of both males and females. lrnplications for researchers and educators are discussed.

Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura's (1986) social cognitive theory, the purpose of this study was to examine the relationship between self-efficacy, anxiety, and French proficiency in reading and listening. Students' reading self-efficacy in French was positively related to reading proficiency, whereas reading anxiety was not related. Listening self-efficacy was positively associated with listening proficiency only for the female participants, and listening anxiety was positively related to the listening proficiency of both males and females. Implications for researchers and educators are discussed.

This investigation examined the effects of authentic Francophone web sites on cultural learning at the intermediate level. Fifty-four students `surfed' eight web sites. A pre-posttest design assessed long-term gains in culture and the learning of practices, products, and perspectives from exposure to a curriculum with Internet activities. Eight posttask tests measured the students' ability to retain information and to make inferences. A questionnaire assessed perceptions of learning. Results indicated a significant gain in cultural knowledge with post-test scores significantly higher than pretest scores. Students learned significantly more products than practices over the semester. On the short-answer and free-recall portions of the posttask tests, students' ability to make inferences or retain information did not improve significantly in either an advance organizer (AO) or a non-AO condition. The students believed that the web sites featured significantly more cultural products than practices. Results support using the Internet to teach culture and its potential to emphasize cultural products.

The purpose of this mixed-methodology study was to investigate linguistic and affective outcomes of summer study abroad (SA) participation by 25 college French students. This investigation sought to determine if significant changes occurred in two linguistic factors, oral and listening French skills, and two affective factors, integrative motivation and language anxiety after SA. This research also examined whether pre-SA affective differences existed for SA participants versus non-SA peers. Results demonstrated that French linguistic skills improved significantly and that classroom and nonclassroom language anxiety after SA decreased significantly. Integrative motivation of the SA group was unchanged after the experience. Pre-SA affective differences did not exist between SA participants and non-SA peers. Analysis of interviews and program evaluations suggested that participants faced two sources of language anxiety while abroad: linguistic insecurity and cultural differences. Implications of this study include (1) the continued endorsement of summer SA programs to enhance communication skills, (2) the need for greater pre-SA emphasis on "nonacademic" factors to reduce foreign language anxiety, and (3) the importance of SA programs including contact with native speakers in class and during informal learning, in order to stimulate attitudinal changes as well as linguistic gains.

This study examines the effects of video on cultural knowledge at the intermediate level. Fifty‐one intermediate‐level French students viewed 8 videos. A pretest/posttest design assessed long‐term gains in cultural knowledge and in the learning of cultural practices and cultural products from exposure to a curriculum with a video component. Eight postvideo tests measured the students’ ability to retain information and to make inferences. A questionnaire assessed perceptions of cultural learning. Results indicated a significant gain in cultural knowledge with posttest scores significantly higher than pretest scores. On the short‐answer and free‐recall portions of the 8 postvideo tests, the students’ ability to make inferences or retain information did not improve significantly in either an advance organizer (AO) or a non‐AO condition. For free recall, scores were significantly higher for mentions of cultural practices than for products. The students believed that they learned more cultural practices than products. The results support using video to enhance cultural knowledge.

This investigation examines whether foreign language (FL) students learn cultural information embedded in videos. Fifty beginning French students participated. They viewed eight targeted videos as part of their multimedia-based curriculum. A pretest and a posttest assessed long-term gains in overall cultural knowledge and in the learning of little "c" culture (practices) and big "C" culture (products). Eight postvideo tests measured short-term retention of culture in each of the eight videos. Oral dialogues tested students' ability to interact culturally appropriately in a communicative setting. A questionnaire analyzed student perceptions of cultural learning. From pre- to posttesting, results indicated a significant gain in overall cultural knowledge. Posttest scores were significantly higher than pretest scores. Pretest and posttest scores were significantly higher for little "c" than for big "C." On the postvideo tests, measuring short-term retention of culture, there was no significant difference between types of culture retained. Regarding oral performance, students performed culturally appropriately more than 60% of the time. Students perceived that the videos contained more little than big "C" culture and that they learned more little "c." Results support using video an effective technological tool for presenting culture in the FL classroom.

This study investigates whether students learn culture embedded in a video-based second language program. Beginning-level French students watched 10 videos as part of the curriculum. A pretest, administered prior to exposure to the videos, and a posttest, given at the end of the semester after exposure to the videos, assessed long-term gains in little "c" culture (practices) and big "C" culture (products). Also, postvideo viewing tests, administered immediately after each video, measured short-term retention of culture in that video. A questionnaire analyzed student perceptions of how well they learned about the foreign culture. From pre- to posttesting, results indicated significant gains in overall cultural knowledge. On the postvideo short-term retention tests, scores of little "c" items were significantly higher than scores of big "C" items. Students perceived that the videos contained more little "c" than big "C," and that they learned more little "c" information. Findings supported using video to teach culture.

The present study compared student retention of information in foreign language (FL) videos in 2 advance organizer conditions. The participants were 67 college students enrolled in 5 sections (4 experimental sections and 1 control section) of a beginning-level French course. In the advance organizer declarative (AO.) condition, the teacher read aloud 6 sentences that summarized, in chronological order, major scenes in the upcoming video. In the advance organizer interrogative (AO?) condition, the teacher began by reading aloud the same 6 sentences, but this time each declarative sentence had been transformed into a question. For each question, the teacher suggested 3 possible answers, making no indication as to which one was correct. The control condition consisted of a group of students who watched the same videos as in the AO. and the AO? conditions, but had no advance organizer before the video viewings. Student performance with 10 videos introduced in each of these 3 ways was examined on tests of information in the videos. Results indicated that although there were no significant differences in scores between the two AO experimental groups, students in both the AO. and the AO? conditions scored significantly higher on the tests than did the control group. The researchers interpreted these findings as supporting the premise that it is significantly better to incorporate an advance organizer with video than not, and as indicating that both declarative and interrogative AOs can facilitate extensive listening in the FL classroom.