This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating with teachers, and to perceived teacher approachability for conversation outside of class. Though differences in frequency of and student motives for engaging in OCC were not significant, students enrolled in face-to-face courses reported significantly more ongoing/durative OCC with their instructors compared to students enrolled other course types (i.e., online or hybrid). Students in fully online courses reported instructors to seem less receptive to but also less discouraging of OCC than students in face-to-face or hybrid courses. Overall, this study offers a sense of how students who seek informal interaction with instructors beyond the classroom are faring amid the increased reliance on web-based learning environments in higher education.

Cette thèse cible les dispositifs hors classe dans l’établissement et, plus précisément, leur contribution aux apprentissages des élèves, qu’ils soient scolaires ou psychosociaux. Elle vise à rendre compte de l’organisation hors classe des établissements et à connaître les appropriations spatiales et temporelles des jeunes dans les temps non scolaires et dans les moments informels. Le cadre théorique s’appuie sur le concept de dispositif pour explorer l’apprentissage, dans sa dimension "processus" et dans sa dimension "produit". La modélisation proposée permet de catégoriser et de caractériser les dispositifs hors classe et les dispositifs scolaires dans leur distance au formel. Le travail empirique a été conduit dans le contexte spécifique de l’enseignement agricole, et sur le public particulier des élèves de 4e et 3e, ayant modifié leurs trajectoires éducatives. Une méthode mixte, quantitative et qualitative, a été mobilisée. Elle permet de recueillir à la fois la parole des acteurs éducatifs et des enseignants intervenant hors de la classe et, surtout, celle des apprenants en utilisant des questionnaires, des interviews, des observations, des photographies et des agendas. Elle fait émerger des résultats significatifs dans la contribution différenciée des dispositifs hors classe aux apprentissages, tant au niveau des résultats scolaires que des scores psychosociaux. En prolongeant la remise en cause de la séparation du « dans la classe/hors la classe », par celle du "dans l’établissement/hors de l’établissement", elle pose l’hypothèse d’un curriculum éducatif qui interroge le rôle de l’école dans la société et la place de chaque acteur, notamment du jeune. / This thesis target the out of class device in the institution and, to be more exact, call for the pupil’s learning, school or psychosocial learning. It gives an account of the organization out of class and knowing spacio-temporal encroaching for young in the out of class time and in the informal moment. The theoretical framework leans on learning exploration’s concept, in its process-sized and it product-sized.The modeling proposed enable to categorize and characterize the out of class time and the school time in the formal’s distance. The empiric work had been done in farming’s institution and in a public middle school, with 4ème and 3ème’s pupils, who are changed their learning’s ways. A join method, quantitative and qualitative research, was done. It enables to take the feeling of the educational player and the teachers who operate out of class and, what’s more important, the learner. This survey use quiz, interviews, observations, pictures and schedule. It shows us significant results in the differential contribution of the out of class learning device, as much as the school results than the psychosocial hit. In challenging the separation of “in class” and “out of class” by “in school” and “out of school”, it hypothesizes an educational curriculum which ask about the part of school in the society and the part of each player, especially younger, in the new education call the global education.

Elevernas tillgång till olika digitala medier har under de senaste 10 åren ökat. Flera elever möter idag det engelska språket utanför skolan i form av olika aktiviteter. Syftet med studien är att undersöka hur lärare förhåller sig till den engelska som eleverna har med sig in i klassrummet.  Begreppet extramural engelska innefattar all den engelska som eleverna kommer i kontakt med på fritiden. Studien har en fenomenografisk inspirerad ansats och materialinsamlingen har gjorts genom semistrukturerade intervjuer. Fyra lärare på tre olika skolor har medverkat i studien. Resultatet visar att lärarna försöker att inkludera elevernas extramurala engelska i undervisningen, Lärarna ser dock både möjligheter och hinder med att använda elevernas extramurala engelska i engelskundervisningen. Samtliga lärare ser elevernas extramurala engelska som något positivt och tycker det är bra att eleverna lär sig engelska utanför skolan. / Students’ access to digital media has for the last ten years increased. Several students have been exposed to the English language out of school in the form of various activities. The aim of the study is to examine how teachers relate to the English that the students bring into the classroom. Extramural English includes all English that students encounter in their spare time. The study has a phenomenographic inspired approach and semi-structured interviews have been used to collect data. Four teachers from three different schools have participated in the study. The conclusion of the study shows that teachers try to include students extramural English in the classroom, however the teachers see both possibilities and obstacles with using students extramural English in the classroom. All teachers see the students extramural English as something positive and think that it is good that the students learn English out of school.

The aim of this essay is to examine how digital media are used during English teaching in Sweden for students in grades 4-6. The reason is that students in those grades practice a lot of English out of class, especially when they use different digital medias such as computer games, TV-shows, YouTube etcetera. Activities with digital medias is something students does for pleasure, driven by intrinsic motivation. Intrinsic motivation is reached when three basic psychological needs are fulfilled; autonomy, competence and relatedness. For this reason, a text analysis has been done on tasks in English coursebooks and also interviews with teachers in grades 4-6 to find out in what extent students have the opportunity to work with digital medias and how these fulfills the psychological needs that lead to intrinsic motivation. The results shows that tasks in the examined coursebooks rarely deals with use of digital medias. When digital medias are included, the tasks can fulfill the psychological needs. The interviews indicates that teachers include digital media in teaching, but there is often a lack of autonomy for students.

The benefits of study abroad experience in second language acquisition have evolved from unchallenged assumption to the focus of rigorous study in the past several decades. The benefits of out-of-class contact with natives have likewise been questioned. Despite conflicting evidence of its benefit, students frequently cite out-of-class conversations with natives as among the most beneficial aspects of their language acquisition experience. Reviewing the extant literature, this study narrows in on authentic communication-that is, meaningful out-of-class contact with natives, in which students are able to genuinely express themselves and their personality-as a previously unanalyzed element of study abroad research. It is suggested that such conversations contribute to the success of study abroad students, particularly as it is measured by student motivation leading to continued engagement with the language study post-study abroad and cultural understanding. Surveys and essays by 85 students in two separate Arabic study abroad programs to the Middle East were analyzed. The findings bear on the efforts of educators to design and prepare students for successful study abroad programs.

Cette thèse porte sur la classification automatique d'images, appliquée aux images acquises par alvéoscopie, une nouvelle technique d'imagerie du poumon profond. L'objectif est la conception et le développement d'un système d'aide au diagnostic permettant d'aider le praticien à analyser ces images jamais vues auparavant. Nous avons élaboré, au travers de deux contributions, des méthodes performantes, génériques et robustes permettant de classer de façon satisfaisante les images de patients sains et pathologiques. Nous avons proposé un premier système complet de classification basé à la fois sur une caractérisation locale et riche du contenu des images, une approche de classification par méthodes d'ensemble d'arbres aléatoires et un mécanisme de pilotage du rejet de décision, fournissant à l'expert médical un moyen de renforcer la fiabilité du système. Face à la complexité des images alvéoscopiques et la difficulté de caractériser les cas pathologiques, contrairement aux cas sains, nous nous sommes orientés vers la classification one-class qui permet d'apprendre à partir des seules données des cas sains. Nous avons alors proposé une approche one-class tirant partie des mécanismes de combinaison et d'injection d'aléatoire des méthodes d'ensemble d'arbres de décision pour répondre aux difficultés rencontrées dans les approches standards, notamment la malédiction de la dimension. Les résultats obtenus montrent que notre méthode est performante, robuste à la dimension, compétitive et même meilleure comparée aux méthodes de l'état de l'art sur une grande variété de bases publiques. Elle s'est notamment avérée pertinente pour notre problématique médicale.

This study focused on independent EFL reading among Grade 11 students across public and non-public schools in Ethiopia. Students who practice independent reading develop a love for reading and ultimately become life-long self-initiated readers. Therefore, independent reading should be considered as a vital goal of instruction and research. The issues of focus in this study were students’ reading comprehension ability levels, attitude towards learning English as a school subject and reading its literature, reading motivation, reading strategy use, persistence in independent reading and access to reading resources along with inclusion of independent reading in classroom instruction and in English textbooks. To this end, the study used quantitative data (collected through reading comprehension test, structured questionnaire and independent reading follow-up checklist) and qualitative data (gathered via classroom observation and content analysis).The findings revealed lower predisposition towards and practice of independent EFL reading among public school students (n = 375). A statistically significant difference, in favour of non-public schools (n = 181), was also found between the two groups of students in scores pertaining to most of the variables investigated. Enhanced scaffolding of independent reading through improved instruction and resource provision, regular short refresher courses for teachers of English and further studies have been recommended to improve public school students’ involvement in independent EFL reading. / English Studies / D. Litt. et Phil. (English Studies)