This thesis investigates the vocabulary learning behavior of Romanian high school students in a digital context. The research identifies the vocabulary learning strategies used by EFL high school students and focuses on how the choice of vocabulary learning strategies varies across four independent variables: students' age, gender, academic profile (math-ICT, humanities, science and economic-technical) and language program (intensive English, bilingual, normal). These variables are hypothesized to influence learners' vocabulary behavior. Furthermore, the study examines the technology enhanced tools (computer and mobile assisted language learning tools) used by these students in their vocabulary learning as well as their attitudes towards using technology in vocabulary learning. Likewise, the study analyzes how students' choice of technology enhanced tools and their attitudes towards them vary across the four independent variables. The study is a mixed methods investigation with 1,239 participants (60% female, 40% male, aged 14-19 years old) learning English as a foreign language in nine Romanian secondary schools. Of the 1,239 participants who filled in the self-reported questionnaire, 43 also participated in focus group discussions prior to the administration of the questionnaire. The quantitative data were analyzed using descriptive and inferential statistics procedures whereas the qualitative data were analyzed thematically. The results from both phases were integrated in the results chapter. The main findings indicated that Romanian high school students prefer social strategies, followed by determination, metacognitive, cognitive and memory strategies. However, the usage of the strategies in these categories is medium towards low. As for individual vocabulary learning strategies, the participants reported that the impact of a new word, English media, guessing from context, associating the word with a picture and using cognates are frequently used strategies. The results also indicated that students' use of vocabulary learning strategies varies across the four independent variables. As far as the use of digital tools for vocabulary learning, the findings indicated that the students in this particular cultural context use few available digital tools with a preference for online dictionaries, games and social networking web sites. The results showed that overall Romanian students are not very familiar with computer and mobile assisted language learning tools, their attitudes towards the use of digital tools for vocabulary learning are neutral and they mostly associate the use of personal devices with their personal space, suggesting that they may not want to embed learning in their everyday activities. The results enrich existing knowledge of vocabulary learning strategies in a Romanian cultural context and they also give us an insight into how high school students use computer and mobile assisted language tools in their vocabulary learning. Implications for theory and practice are also discussed.

Submitted by Rodrigo Nejm (rodrasn@gmail.com) on 2016-11-21T00:50:42Z No. of bitstreams: 1 Tese_Rodrigo Nejm_RI.pdf: 4677648 bytes, checksum: 90eab96887acdf1dffc2653ec67a44b0 (MD5) / Approved for entry into archive by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-12-02T12:35:25Z (GMT) No. of bitstreams: 1 Tese_Rodrigo Nejm_RI.pdf: 4677648 bytes, checksum: 90eab96887acdf1dffc2653ec67a44b0 (MD5) / Made available in DSpace on 2016-12-02T12:35:25Z (GMT). No. of bitstreams: 1 Tese_Rodrigo Nejm_RI.pdf: 4677648 bytes, checksum: 90eab96887acdf1dffc2653ec67a44b0 (MD5) / CAPES / O uso da Internet por adolescentes cresce gradativamente no Brasil. Neste cenário de uso de múltiplas mídias, as relações afetivas, de trabalho, os estudos e o lazer passam a ter dispositivos tecnológicos como mediadores em situações e contextos variados. Considerando a singularidade das plataformas digitais como dispositivos complexos e híbridos que configuram práticas sociais ao mesmo tempo em que são configurados por elas, realizamos uma análise qualitativa sobre a exposição de si (self-disclosure) de adolescentes nos contextos digitais, atentando para as estratégias utilizadas para gerenciar a privacidade enquanto regulação dos acessos ao self nas interações mediadas. Realizamos entrevistas individuais sobre as exposições nos aplicativos e redes sociais Facebook, Instagram, WhatsApp e Snapchat, e observamos publicações nos perfis do Facebook e Instagram. Reconhecendo os adolescentes como protagonistas de suas experiências, destacamos as regras e limites que criam para gerenciar o fluxo das suas informações privadas nestas quatro plataformas. Verificamos que compartilhar informações privadas nos contextos digitais não significa o abandono da preocupação com a privacidade, mas sim novos limites, com regras definidas individual e coletivamente, negociadas para cada plataforma e para cada grupo de alvos das exposições. Apesar do uso diário, intenso e privativo pelos celulares, com uma grande quantidade de amigos no Facebook, seguidores no Instagram e contatos no WhatsApp e Snapchat, os relacionamentos interpessoais e as exposições ocorrem prioritariamente com as mesmas pessoas que conhecem de encontros em copresença física, uma proporção muito pequena das listas de contatos. Regular os conteúdos, as audiências e a própria copresença são formas de regular a privacidade enquanto regulação dos acessos ao self. Esta regulação mostrou-se associada às estratégias de apresentação de si, sendo o gerenciamento das impressões uma das formas mais explícitas de gerenciar o fluxo das informações em copropriedade com os pares sociais. A escolha de cada plataforma, a seleção dos conteúdos e dos alvos das exposições são ações realizadas com base em regras, expectativas e convenções sobre o que é considerado apropriado em cada situação social. Na tentativa de ampliar o controle sobre as situações, estas escolhas indicam estratégias criativas para descolapsar os contextos digitais e para lidar com a potencial sobreposição de audiências. Concluímos que ao gerenciar os limites e regras das exposições voluntárias, os adolescentes buscam regular os graus de envolvimento e de acesso ao self em cada relacionamento mediado. Por sua vez, o mesmo gerenciamento não ocorre com relação aos rastros digitais e às informações privadas expostas e registradas involuntariamente nas plataformas. Este acúmulo de tantos aspectos do self e o processamento pelos algoritmos traz à tona novos desafios para a regulação da privacidade, exigindo também o gerenciamento dos limites de acesso ao que chamamos de meta-self. / Internet use by teenagers grows gradually in Brazil. With the current intense use of media, affective relationships, work, studies and leisure have technological devices as mediators in different situations and contexts. Considering the uniqueness of digital platforms as complex and hybrid devices that shape social practices at the same time that are configured by them, we conducted a qualitative analysis of adolescents self-disclosure in digital contexts as networked publics. Assuming privacy as the regulation of the access to the self, we focused on the strategies they use to manage their privacy on networked publics. We conduct individual interviews about their discloses in social network sites and social applications Facebook, Instagram, WhatsApp and Snapchat, and collected part of online publications from their Facebook and Instagram profiles. Recognizing adolescents as protagonists of their experiences, we highlight the rules and limits they designed to manage the flow of private information in this four digital platforms. We found that sharing private information in digital contexts does not mean the renunciation of privacy concerns, but new limits with rules individually and collectively defined, negotiated for each disclosure's platform and target group. Despite the daily, intense and private mobile use, with a lot of friends on Facebook, followers on Instagram and contacts on WhatsApp and Snapchat, interpersonal relationships and disclosures occur primarily with the same people they know in physical co-presence, a very small proportion of the contact lists. Manage the content, the audience and even the co- presence are ways of privacy regulation, forms of control access to the self. This regulation was associated with self presentation strategies and the impression management is one of the most explicit way to manage the flow of private information in co-ownership with social peers. The choice of platforms, the selection of content and targets for self-disclosure are actions taken on the basis of rules, expectations and conventions about what is considered appropriate in each social situation. In an attempt to extend control over situations, these choices indicate creative strategies to descollapse contexts to deal with potential overlapping audiences on networked publics. We conclude that managing boundaries and rules of voluntary self-disclosure, adolescents seek to regulate the degree of involvement and access to their selves in each digital mediated relationship. In turn, the same management does not occur with respect to digital tracks and unintentionally private information disclosed that are recorded on the platforms. The accumulation of so many aspects of the self and the treatment by algorithms brings up new challenges for privacy regulation, also requiring access boundaries management to what we call meta-self.

Les travaux de cette thèse portent sur les conséquences du développement du numérique sur la pratique de recherche en SHS au sens large et en histoire en particulier. L'introduction du numérique bouleverse les pratiques de recherche en histoire en mettant à disposition du chercheur un grand volume de sources numérisées ainsi que de nombreux outils d'analyse et d'écriture. Si ces nouveaux moyens de recherche permettent à la discipline d'adopter de nouvelles approches et de renouveler certains points de vue, ils posent également des questions sur les plans méthodologique et épistémologique. Devant ce constat, nous avons choisi d'étudier plus en détail l'impact des outils de recherche d'information, bibliothèques numériques et moteurs de recherche de sources sur l'activité de recherche en histoire. Ces systèmes offrent un accès à un grand volume de documents historiques mais leur fonctionnement repose sur des traitements informatiques pour la plupart invisibles aux yeux des utilisateurs, qui peuvent ainsi s'apparenter à des boîtes noires. L'objectif principal de cette thèse est donc de donner les moyens aux utilisateurs d'observer et de comprendre ces processus dans l'optique de leur permettre d'en intégrer les effets de bord à leur méthodologie. Afin de mieux positionner notre objet d'étude, nous proposons un cadre conceptuel reposant sur la notion de ressource numérique. Ce concept représente les systèmes numériques que nous étudions au sein de leur contexte d'usage, de production et d'exécution, il fait le lien entre des usages attendus par les utilisateurs et des choix méthodologiques ou techniques issus des présupposés de ces concepteurs. Sur la base de ce cadre conceptuel, nous proposons une analyse des bibliothèques numériques et moteurs de recherche de sources en fonction de chacun des contextes. Ainsi, notre étude propose une analyse des usages de ce type de ressource numérique dans le cadre d'une recherche en histoire en adoptant une démarche expérimentale et en produisant des indicateurs de la pratique. Ces indicateurs sont ensuite croisés avec le fonctionnement du système, dans ces contextes de production et d'exécution, pour en révéler les biais méthodologiques. À l'issue de ces analyses, nous proposons un réinvestissement de ces résultats sous la forme d'un outil logiciel dédié à l'enseignement d'une approche critique de la recherche d'information en ligne pour les apprentis historiens. Ces travaux sont évalués par une démarche expérimentale. Elle est construite sur la base d'un prototype d'observation du comportement des utilisateurs en situation de recherche d'information et des outils de démonstration des biais associés au fonctionnement des processus informatiques impliqués lors des phases de production des contenus et d'exécution du système. Ce prototype a fait l'objet de plusieurs phases d'expérimentation liées à son développement, l'évaluation de ces fonctionnalités et de son impact sur la pratique dans un contexte de formation. / The work of this thesis focuses on the consequences of digital technology development on research practice in the humanities in the broad sense and particularly in history. The introduction of digital technology disrupts historical research practices by making available to the researcher a large volume of digitized sources as well as numerous analysis and writing tools. These new capacities of research allow the discipline to adopt new approaches and renew certain points of view, but they also raise methodological and epistemological questions. Given this observation, we have chosen to study in more detail the impact of information retrieval tools, digital libraries and search engines on historical research activity. These systems offer access to a large volume of historical documents but they depend on computer processes that are mostly invisible to users and acting as black boxes. The main objective of this work is to give users the means to observe and understand these processes in order to allow them to integrate their side effects in a suitable methodology. In order to better position our object of study, we propose a conceptual framework based on the notion of digital resource. This concept represents the digital systems that we study within their contexts of use, production and execution. It connects uses expected by users and methodological or technical choices based on the assumptions of system designers. Based on this conceptual framework, we propose an analysis of digital libraries and historical sources search engines according to each context. Thus, our study proposes an analysis of the uses of this type of digital resource within the framework of a research in history. The study adopts an experimental approach and produces indicators of the practice. These indicators are then crossed with the functioning of the system, in its contexts of production and execution, to reveal the potential methodological biases. Following these analyzes, we propose a reinvestment of these results in the form of a software tool dedicated to teaching a critical approach to online information retrieval for student in history. This work is evaluated by an experimental approach. It is built on the basis of a prototype of observation of the behavior of the users when they are looking for information. Our experimental approach is also based on demonstration tools of the biases associated with the functioning of the computer processes involved during the contexts of production and execution. This prototype has been the subject of several experimental phases related to its development, the evaluation of these features and its impact on practice in a training context.

Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus accessibles et utilisées au quotidien, en particulier par les jeunes. Si ces nouvelles formes d’interactions sociales sont porteuses de diverses opportunités (Valkenburg, 2010), elles font émerger dans le même temps des formes de violence inédites. Les recherches sur la cyberviolence se sont considérablement développées depuis les années 2000 au niveau mondial. En France, toutefois, mis à part les travaux de Blaya (2010, 2013), les recherches dans ce domaine restent rares et peu de données relatives à la prévalence, à la nature et aux mécanismes de ce phénomène sont disponibles. L’objectif de cette thèse est, par conséquent, d’évaluer l’ampleur de la cyberviolence entre adolescents en France, d’analyser les caractéristiques de cette nouvelle forme de violence et d’explorer ses processus en lien avec le milieu scolaire, notamment le climat scolaire. A cette fin, nous avons mené une enquête de victimation et de violence auto-reportée auprès de 3586 collégiens et lycéens répartis dans plusieurs académies. Les données recueillies nous permettent de mettre en évidence les taux d’adolescents qui déclarent avoir été victimes et/ou auteurs de chacune des formes de cyberviolence au cours de l’année scolaire. Une attention particulière est également portée à la mesure du cyberharcèlement, que nous choisissons de considérer comme une violence répétée et/ou cumulée. Enfin, des analyses statistiques visant à tester les effets des variables relatives aux caractéristiques sociodémographiques, aux pratiques numériques et à l’expérience de la cyberviolence sur la victimation et la perpétration sont effectuées. Il ressort principalement que la problématique de la cyberviolence est bien réelle même si le cyberharcèlement, dans ses formes les plus sévères, reste minoritaire. Afin de compléter l’enquête quantitative et « ouvrir la boîte noire », des entretiens ont par ailleurs été menés auprès de 34 collégiens. Notre ambition est d’approfondir notre compréhension de l’expérience vécue par les acteurs en interrogeant leurs logiques d’action et le sens qu’ils leur confèrent. Nos analyses permettent, entre autres, d’observer un lien entre les rapports sociaux dans le contexte scolaire et dans le contexte numérique. Ces résultats permettent de souligner l’intérêt d’une prise en compte de l’environnement scolaire, en particulier du climat scolaire, dans la lutte contre la cyberviolence. / Information and Communication Technologies (ICT) are more and more daily accessible and used, especially by young people. These new types of social interactions offer various opportunities (Valkenburg, 2010). At the same time, they bring also with them new forms of violence. Research on cyberviolence has developed considerably worldwide since the beginning of the millennium. However, in France, except the work of Blaya (2010, 2013), research in this area remains rare and few data about the occurrence, nature and mechanisms of this phenomenon are available. Consequently, the objective of this thesis is to assess the extent of cyberviolence amongst adolescents in France, as well as to analyze the characteristics of this new form of violence, and finally to explore its processes related to school context, especially school climate. To do so, we carried out a victimization and self-reported violence survey on 3586 secondary schools students in several school authorities/boards. The collected data allow us to highlight the percentage of adolescents who reported to have been victims and/or authors of each types of violence during the school year. A special care was paid to the measurement of cyberbullying, which we defined as a repeated and/or cumulated violence. Finally, statistical analysis were made in order to test the effects of sociodemographic variables, digital practices and cyberviolence experiences on victimization and perpetration. It mainly appears that cyberviolence is a real problem although the most severe forms of cyberbullying remains low. To complete the quantitative survey and “open the black box”, interviews were conducted with 34 middle school students. Our aim was to deepen our understanding of the experience of the actors, by questioning them on their logics of action and the meaning they confer. Among other things, our analysis enabled us to observe a link between the social relations in the school context and in the digital context. These results emphasize the need to consider school environment, notably school climate, to fight against cyberviolence.