An Analysis of the Psychoaffective Aspect of Learning in Bilingual Educational Institutions

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[...] The authors also clearly expose the shortcomings of their study at the end of the conclusion and promise to fill them with their next works. The observations certainly contribute their stone to the edifice of research, but it is not said explicitly, just as the link with the literature is not made explicitly either. Graphs and tables: The article does not contain them. Language: The language, French, is not an obstacle to understanding, especially since the terms chosen, although complex, are clearly explained. [...]

[...] Data Treatment is systematically explained at the end of the observation description. Results: During the reading of the study, it is difficult to understand where the results since they do not constitute a titled part. On the other hand, they seem credible since they are based on clearly stated observations and are linked to previous research. Conclusion/Discussion: The conclusion summarizes each of the results described in the development of the article. The discussion is present where it is necessary, and it is supported (or even driven) by the results. [...]

[...] Summary: The problem that led to conducting this research This problem is related to the bilingualism of the Cameroonian state and the programs of educational institutions that seem to emphasize the difficulties of learning second languages by not putting enough emphasis on the need for the learner to invest in their learning process. This problem is not mentioned in the summary which only exposes the observation of an institution responding to this problem. The objective of the study is understandable in this summary, but it is not clearly stated. In fact, to grasp it, one must have read the article beforehand. [...]

[...] The contributions of previous studies are mentioned, then the contributions of the study and their particularities (notably the psychoaffective aspect of learning) are clearly exposed, just before the research questions are posed. Methodology: The research questions posed are based on the observation of teaching/learning moments, that is to say, learning methods and the investment of learners. The research design Used is the observation of three classes with, as support, an observation grid: it seems appropriate in fact. The different stages of this study should allow for a clear and impartial observation (identical observation grid for the three instead of free observation). [...]