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All Journal COMPETITIVE: Journal of Education DIROSAT: Journal of Education, Social Sciences & Humanities
El Gazi, Safae
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Towards Interactive Education: The Art of Scripting Mediated Activities El Gazi, Safae; Ibrahimi, Ahmed
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 3 No. 1 (2025): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v3i1.113

Abstract

This article explores how scripting mediated activities can transform traditional education into interactive and engaging education. The main objective is to analyze the impacts of this approach on student engagement and performance. The methodology adopted combines a qualitative study, based on semi-structured interviews with teachers, and a quantitative study, using questionnaires administered to students. The results show a significant increase in student engagement and an improvement in their academic performance in courses using well-scripted mediated activities. However, challenges remain, particularly in terms of teacher training and technological accessibility. The findings highlight the importance of scripting for effective integration of digital technologies in education and offer recommendations for successful implementation.
Fostering Motivation in French as a Foreign Language through Mediated Tasks: An Integrated Model for Hybrid Environments El Gazi, Safae; Ahmed Ibrahimi
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.200

Abstract

This conceptual article explores how mediated tasks can foster learner motivation in hybrid environments for French as a Foreign Language (FLE). Grounded in a techno-pedagogical approach, the study proposes an integrated four-phase instructional model that differentiates the roles of videoconferencing and chat tools across cognitive, collaborative, and production stages. A qualitative methodology was adopted, involving a thematic analysis of 45 peer-reviewed articles published between 2013 and 2025, including recent contributions on AI-mediated synchronous learning (e.g., chatbots, intelligent tutoring systems). The study also includes a small-scale case illustration to examine the motivational impact of synchronous tools on learner engagement and autonomy. The findings emphasize that pedagogical scripting, when combined with thoughtful digital mediatization, can enhance linguistic interaction, reduce cognitive load, and support differentiated learning trajectories. The article contributes to the field by offering a validated, adaptable framework for designing motivating tasks in hybrid FLE contexts and calls for further empirical investigations into its implementation and transferability.  
Co-Authors Ahmed Ibrahimi Ibrahimi, Ahmed