Enseignement-apprentissage de l'expression ecrite en FLE, environnement numérique e travail et internet: Le cas de l'Université Anadolu

The difficulties felt by learner of foreign language in writting led us to practice a different model of teaching. This model consisted in implementing a step being able to assemble on a side the needs for pedagogy of the writing with centering on learner, another side the use of the new tools getting motivation with learning and maintaining the presence of the teacher. Accordingly, we had recourse to a virtual classroom which is a platform built on the model of the Numerical (Virtual) Environment of Work. Thus, it allows its users an access point unified to the whole of the tools, numerical contents and services concerning their activities.Our virtual classroom was been built for the course of writing in French foreign language (Writing in French II: Class first) assumed the second semester in the Department of French Foreign Language of the Faculty of Pedagogy (Anadolu University in Turkey). This research leans on a sample of 30 individuals: a half followed the course in a traditional way (reference group) and other half with site of class (experimental group). Using various tools for data acquisitions we sought to know the effects which virtual classroom could have on a course of writing in French Foreign Language in terms quantitative (scores obtained with the editorial activities), in terms of motivation like in terms of remediation to the difficulties felt in this discipline:- We used a preliminary test (T1) and a final test (T2) in the objective of a comparison between the scores obtained by their intermediary. The T1 was been managed before the intervention and T2 after the intervention with the entire sample. We saw that the results of the experimental group were a little higher and even if the difference were not important between the two groups, we think of that Numerical (Virtual) Environment of Work provoked some positive transformations.- The analysis of the questionnaire of motivation managed to the experimental group showed us that the individuals setting up this group was been motivated by this mode of teaching. The great majority of learning agreed on a satisfaction of training and a climate of training pleasant and stimulating. This confirms our hypothesis of the effects of the Numerical (Virtual) Environment of Work on the motivation of learning.- The analysis of the semi-directed maintenance managed with the experimental group revealed remarks in favor of the virtual classroom. According to learners, the virtual classroom helped to cure the felt difficulties. In addition, the remarks also confirmed the opinion on the motivation and the climate of training resulting from the analysis of the data of the questionnaire of motivation. This confirms our hypothesis of the effects of the Numerical (Virtual) Environment of Work on the efficiency of the remediation.Even if in quantitative term, the virtual classroom did not show the desired effect, we think that it nevertheless brought to learning and their offered a pleasant environment of work.