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The development of technology makes AR learning activities in the classroom more significant. Due to the Covid 19 pandemic, AR learning activities are considered to adapt in the online classroom. This paper aims to validate the idea of learning activities to enhance speaking production by using augmented reality techniques in teaching the English language at the university level in Thailand. The English learning lesson plan with an AR application was designed and employed in the English classroom to examine students' performance using an AR application in English classes. Fifty students were selected to participate by purposive sampling. The data were obtained from observation, pre-test/post-test, and questionnaires. The finding of this study showed that the Augmented Reality learning activities combined with the Task-based learning approach encourage students to participate in activities and improve student motivation in language learning. Thus, a higher motivation increases language achievement.

English language teaching in Thailand has shifted the paradigm to implement the Communicative Language Teaching approach and focus on who is expected to understand and be able to create activities for them. Although the English teaching practicum provides an internship for all pre-service teachers, it is found that they lack sophisticated professional knowledge and skills. Pre-service teachers have anxiety about “how” and “what” to teach, the communicative language teaching activity for supporting students' communication. The Faculty of Education is aimed to train pre-service teachers before teaching in the real context. Preparation programs can prepare pre-service teachers to develop their knowledge and skills of teaching and learn how to competently apply these in the teaching practicum by teacher training. The purpose of this study is to investigate how to enhance pre-service teachers’ communicative language teaching ability through a designed three-day preparation program for teaching practicum. This qualitative research employed self-reflection to collect the data. Twelve pre-service teachers were selected to participate through purposive sampling. The data were analyzed by using content analysis as the coding technique for grounded theory. The results from the training session phases showed seven topics: confidence, speaking ability awareness, CLT classroom activities, awareness on learners’ language abilities, error tolerance, accuracy and fluency, and grammar discovery. In conclusion, the designated three-day program enhanced pre-service teachers' CLT regarding their knowledge and awareness of how to apply CLT to their future teaching practicum rather than gaining tangibly improved CLT performance. However, future study, such as on monitoring the pre-service teachers' teaching at the real professional context, i.e., during teaching practicum, is highly suggested to seek empirical evidence of their CLT ability.

International audience; The main aim of this text is to stimulate discussion about the model of game we use to describe the logical structure of the teaching-learning process. After describing the main features of the joint action theory in didactics (JATD) that constitutes our main theoretical framework and a few key-notions borrowed from the foreign language didactics, we will provide a model of two everyday practices or of what we call connoisseurs' practices. In doing so, we will show what sort of source epistemic games are referred to in the teaching and learning of a foreign language, here English. Then, in an upward transpositive move, we will analyse the distance between the epistemic games the students have to master in class to evolve adequately in the situations designed by the teachers and the previously modelized source epistemic games. This chapter will consequently draw on two empirical studies taken from two different corpuses: a bilingual section in a public school located in in central Thailand, a situation implemented in a French primary class and based on a famous novel "Fantastic Mr Fox" by Roald Dahl.; Le principal objectif de cette contribution, qui s'appuie sur une étude approfondie de l'ouvrage " Le sens du savoir " (Sensevy, 2011), vise à mettre en débat la notion de jeu épistémique telle qu'elle a été initialement produite (Ibid. ; Gruson, Forest & Loquet, 2011) et utilisée pour décrire la structure logique du processus d'enseignement-apprentissage en relation avec les pratiques sociales de savoir qui lui donnent sa légitimité. Dans cette perspective, cette contribution s'efforcera, grâce à une analyse critique du " Sens du Savoir ", de poursuivre le travail théorique et empirique en cours. Elle sera l'occasion de : - discuter le travail de description des différents jeux épistémiques en relation avec de nouvelles données empiriques relatives à l'enseignement-apprentissage des langues secondes (Gruson, Kewara & Le Hénaff, 2012) et, ce faisant, d'explorer les aspects génériques et spécifiques de la théorie, - avancer dans la distinction entre le jeu épistémique source, le jeu épistémique tel qu'il se dégage de l'analyse a priori et le jeu épistémique effectif en référence au système stratégique réellement mobilisé par les élèves dans l'action, - approfondir les relations entre l'analyse a priori telle qu'elle a été décrite en didactique des mathématiques (Mercier & Salin, 1988) et l'analyse des jeux épistémiques décrits comme des systèmes stratégiques. - poursuivre le travail de modélisation des jeux épistémiques sous forme de système stratégique tripartite, impliquant la mobilisation de règles définitoires, de règles stratégiques et de stratégies à partir de situations caractéristiques de l'enseignement-apprentissage de l'anglais à l'école primaire.

International audience; In this proposition, we compare different uses and imaginations for an open tool : Transana. It’s a software for qualitative analyses of video and audio data, developed at the University of Wisconsin-Madison Center for Education Research. We compare the uses of this tool in three projects of research, one of these projects belonging to the field of media education, and the two other belonging to the field of foreign languages. These last two projects of research are still in progress and we focus, for them, on the expected use of Transana and the distance between first results and prior expectations. One project focuses on the cultural dimension of the teaching and learning of a foreign culture. We will question the use of a tool like Transana in order to elicit how teachers integrate culture in their foreign language lessons. As culture is very elusive and abstract, is it possible, for instance, to show the recurrence of the development of cultural references? And how is it possible with that kind of transcribing software?The second project concentrates on the English teaching and learning situations in a bilingual class and an ordinary class in a public primary school in Thailand. The English lesson in the bilingual program is taught by an English native speaker teacher. In spite of the ordinary program, the English lesson is taught by a Thai teacher. This presentation will precisely be based on the English lesson in the bilingual class. So, what is the teaching method of the native speaker in the foreign language class for Thai learners? How do teachers introduce the learning contents? How can we characterize learning activities? The third research is closed. It’s about students in French lower-secondary classes (Grade 8 and 9) who received a newspaper every day and wrote press articles on line. This study also used a cooperative didactics design to better describe and understand the knowledge that had been actually implemented. We have chosen this form of design to differentiate ourselves from the classical pattern denounced by Chevallard, in mathematics, as early as 1985, as Leutenegger (1999) underlined it: «Study the world as-it-should-be to the detriment of the study of world-as-it-is». We’ll study the different uses of Transana with the teachers, in the analysis of this design, and also with students.In order to describe didactical situations, we refer to the « joint action» theory in didactics (Sensevy, Mercier & Schubauer-Leoni, 2000; Sensevy & Mercier 2007). Time scales and amount of data will be very central in our analysis.