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Correspondence regarding this article can be addressed to:  \n[emurphy@mun.ca](emurphy@mun.ca)  \nAbstract  \nThe study reported on in this paper used a framework of benefits, challenges and solutions to categorize data from a design experiment using synchronous online communication for learning French as a second language (FSL) . Participants were 92 Grade 6, FSL students and four teachers from urban and rural areas of Newfoundland, Canada. Data collection relied on online observation, teachers’use of blogs and an online discussion forum, face‐to‐face planning and reflection meetings for teachers as well as interviews with all participants. Benefits included independence and peer‐learning; authenticity and motivation; anonymity and confidence; enhanced self‐esteem. Challenges related to teacher multi‐ tasking; poor sound quality; technical problems; momentum; grouping; scheduling. Solutions included use of student moderators; audio tutorials and direct messaging; activity tutorials; technical support and capacity building. The categories and their subcategories were grouped into two themes of positive affect and student‐centered learning.  \nRésumé  \nL’étude décrite dans le présent article a utilisé un cadre prenant en considération les bénéfices, les défis et les solutions afin de classer les données d’un dispositif expérimental utilisant la communication synchrone en ligne pour l’apprentissage du français langue seconde (FLS) . Les participants étaient 92 élèves en FLS de sixième année et quatre enseignants de milieux urbains et ruraux de Terre‐Neuve, Canada. La collecte des données s’est fondée sur l’observation en ligne, l’utilisation de cybercarnets etd’un forum de discussion en ligne par les enseignants, la planification en face‐à‐face et des réunions deréflexion pour les enseignants, ainsi que des entrevues avec tous les participants. Les bénéfices comprenaient : l’indépendance et l’apprentissage entre pairs; l’authenticité et la motivation; l’anonymat et la confiance; l’amélioration de l’estime de soi. Les défis se rapportaient à : la multiplicité des tâches incombant aux enseignants; la mauvaise qualité sonore; les problèmes techniques; ladynamique; le regroupement; la planification. Les solutions incluaient : l’utilisation d’élèves à titre demodérateurs; les tutoriels audio et la messagerie directe; le renforcement des capacités; les tutorielsd’activités. Les catégories et leurs sous‐catégories ont été regroupées en deux thèmes, soit l’affect positif et l’apprentissage centré sur l’élève.  \nIntroduction  \nNetten and Germain's (2004) conclusions about Canada’s Core French as a second language (L2) program were that it resulted in “minimal abilities” to communicate in French. This result is in spite of the fact that the program’s participants receive, as Turnbull, Lapkin, Hart and Swain (1998) explain, 1400 hours of instruction in French from elementary through to the end of high school. Netten and Germain described how Core French students “are not able to communicate with ease in French”(p. 276) . Likewise, in a survey of 2,989 Grade 11 students in the Atlantic Provinces who discontinued French, only 28% agreed that they had activities where they could use French as an L2, and only 33% enjoyed their prior experiences learning French. When asked what they disliked about French, 40% reported that activities were “boring, juvenile and ineffective” (Atlantic Provinces Education Foundation, 2002, p. 12) . These findings are congruent with those of a Canadian Parents for French (CPF) (2004) study involving 105 university students. Almost half of those who passed","cbCaitgOZ5hGq6S0","https://ap.wps.com/l/cbCaitgOZ5hGq6S0","pdf",203863,13,"English","# Abstract\n# Introduction\n## Background and rationale\n## Opportunities for student oral communication\n# Study purpose and framework","[{\"question\":\"What framework is used to categorize the study’s findings?\",\"answer\":\"Findings are organized using a framework of benefits, challenges, and solutions derived from a design experiment using synchronous online communication for FSL learning.\"},{\"question\":\"Who participated in the design experiment?\",\"answer\":\"The study involved 92 Grade 6 FSL students and four teachers from urban and rural areas of Newfoundland, Canada.\"},{\"question\":\"What solutions are proposed to address the main challenges?\",\"answer\":\"Proposed solutions include using student moderators, providing audio tutorials and direct messaging, offering activity tutorials, and strengthening technical support and capacity building.\"}]","Canadian Journal of Learning and Technology - Volume 35 - Fall / automne 2009 | PDF",1792087067,33]