Articulation des usages numériques formels et informels en FLE à l’université marocaine : typologie des pratiques étudiantes et formes d’autonomie d’apprentissage

Abstract

This study examines, from the students’ perspective, how formal digital practices – those embedded in university French as a foreign language (FFL) classes – articulate with informal digital practices that students develop outside the classroom. It explores the implications of this for the development of learner autonomy. The fieldwork was carried out in three public universities in Tetouan, combining a questionnaire administered to 180 students and 12 semi-structured interviews with FFL teachers. Teachers mainly report uses focused on resource sharing and academic follow-up. Students draw on a broader and more diverse out-of-class digital ecosystem. Four usage profiles emerge, contrasting autonomy trajectories that remain largely unidentified by teachers and rarely integrated into formal teaching. The paper offers technopedagogical pathways tailored to the Moroccan context.