BLENDED LEARNING: FROM THEORY TO TEACHING PRACTICES. A CASE STUDY OF USING FACEBOOK TO SUPPORT BLENDED LANGUAGE LEARNING

The first part of this paper aims to describe the evolution of the concept "blended learning" and contribute to develop the new model of blended language learning, which takes into account several aspects of language learning and teaching (modality, pedagogy, chronology, technology, learning material, etc.). The second part of the article, by a case study, shows how to translate this concept into teaching practices in order to support learner autonomy in language learning via a social network tool, Facebook, which most students use in their daily life. In the case considered, 29 students attended a preparation course for the DELF B2 examination during four months from January to April 2018. The study was experimental and the method was carried out as a complement for the class activities based on the syllabus of a 11-week French course. The authors examined the course outcomes and discussed pedagogical and practical elements of teaching with Facebook in a blended learning mode by analyzing interaction, language content production and the role of some Facebook functions (forum, sharing learning materials, and building collaborative learning content) to support hybrid pedagogy in the language learning context. Results of the study reveal two significant changes in learners' attitude and skills. They became more engaged in the course and their oral production skill significantly improved. It concludes with recommendations for institutional support of hybrid course initiatives. Keywords: Blended language learning, Facebook, social network, learner autonomy, student engagement, teaching with ICT.