Teses / dissertações sobre o tema "Apprentissage incrémental par classe"
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Lu, Cheng-Ren. "Apprentissage incrémental par analogie : le système OGUST⁺". Paris 11, 1989. http://www.theses.fr/1989PA112393.
Texto completo da fonteRodrigues, Christophe. "Apprentissage incrémental des modèles d'action relationnels". Paris 13, 2013. http://scbd-sto.univ-paris13.fr/secure/edgalilee_th_2013_rodrigues.pdf.
Texto completo da fonteIn this thesis, we study machine learning for action. Our work both covers reinforcement learning (RL) and inductive logic programming (ILP). We focus on learning action models. An action model describes the preconditions and effects of possible actions in an environment. It enables anticipating the consequences of the agent’s actions and may also be used by a planner. We specifically work on a relational representation of environments. They allow to describe states and actions by the means of objects and relations between the various objects that compose them. We present the IRALe method, which learns incrementally relational action models. First, we presume that states are fully observable and the consequences of actions are deterministic. We provide a proof of convergence for this method. Then, we develop an active exploration approach which allows focusing the agent’s experience on actions that are supposedly non-covered by the model. Finally, we generalize the approach by introducing a noisy perception of the environment in order to make our learning framework more realistic. We empirically illustrate each approach’s importance on various planification problems. The results obtained show that the number of interactions necessary with the environments is very weak compared to the size of the considered states spaces. Moreover, active learning allows to improve significantly these results
Morin, Johanne. "Apprentissage incrémental de contraintes procédurales par une méthode mixte". Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5566.
Texto completo da fonteLetard, Vincent. "Apprentissage incrémental de modèles de domaines par interaction dialogique". Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLS100/document.
Texto completo da fonteArtificial Intelligence is the field of research aiming at mimicking or replacing human cognitive abilities. As such, one of its subfields is focused on the progressive automation of the programming process. In other words, the goal is to transfer cognitive load from the human to the system, whether it be autonomous or guided by the user. In this thesis, we investigate the conditions for making a user-guided system autonomous using another subfield of Artificial Intelligence : Machine Learning. As an implementation framework, we chose the design of an incremental operational assistant, that is a system able to react to natural language requests from the user with relevant actions. The system must also be able to learn the correct reactions, incrementally. In our work, the requests are in written French, and the associated actions are represented by corresponding instructions in a programming language (here R and bash). The learning is performed using a set of examples composed by the users themselves while interacting. Thus they progressively define the most relevant actions for each request, making the system more autonomous. We collected several example sets for evaluation of the learning methods, analyzing and reducing the inherent collection biases. The proposed protocol is based on incremental bootstrapping of the system, starting from an empty or limited knowledge base. As a result of this choice, the obtained knowledge base reflects the user needs, the downside being that the overall number of examples is limited. To avoid this problem, after assessing a baseline method, we apply a case base reasoning approach to the request to command transfer problem: formal analogical reasoning. We show that this method yields answers with a very high precision, but also a relatively low coverage. We explore the analogical extension of the example base in order to increase the coverage of the provided answers. We also assess the relaxation of analogical constraints for an increased tolerance of analogical reasoning to noise in the examples. The running delay of the simple analogical approach is already around 1 second, and is badly influenced by both the automatic extension of the base and the relaxation of the constraints. We explored several segmentation strategies on the input examples in order to reduce reduce this time. The delay however remains the main obstacle to using analogical reasoning for natural language processing with usual volumes of data. Finally, the incremental operational assistant based on analogical reasoning was tested in simulated incremental condition in order to assess the learning behavior over time. The system reaches a stable correct answer rate after a dozen examples given in average for each command type. Although the effective performance depends on the total number of accounted commands, this observation opens interesting applicative tracks for the considered task of transferring from a rich source domain (natural language) to a less rich target domain (programming language)
Daou, Andrea. "Real-time Indoor Localization with Embedded Computer Vision and Deep Learning". Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMR002.
Texto completo da fonteThe need to determine the location of individuals or objects in indoor environments has become an essential requirement. The Global Navigation Satellite System, a predominant outdoor localization solution, encounters limitations when applied indoors due to signal reflections and attenuation caused by obstacles. To address this, various indoor localization solutions have been explored. Wireless-based indoor localization methods exploit wireless signals to determine a device's indoor location. However, signal interference, often caused by physical obstructions, reflections, and competing devices, can lead to inaccuracies in location estimation. Additionally, these methods require access points deployment, incurring associated costs and maintenance efforts. An alternative approach is dead reckoning, which estimates a user's movement using a device's inertial sensors. However, this method faces challenges related to sensor accuracy, user characteristics, and temporal drift. Other indoor localization techniques exploit magnetic fields generated by the Earth and metal structures. These techniques depend on the used devices and sensors as well as the user's surroundings.The goal of this thesis is to provide an indoor localization system designed for professionals, such as firefighters, police officers, and lone workers, who require precise and robust positioning solutions in challenging indoor environments. In this thesis, we propose a vision-based indoor localization system that leverages recent advances in computer vision to determine the location of a person within indoor spaces. We develop a room-level indoor localization system based on Deep Learning (DL) and built-in smartphone sensors combining visual information with smartphone magnetic heading. To achieve localization, the user captures an image of the indoor surroundings using a smartphone, equipped with a camera, an accelerometer, and a magnetometer. The captured image is then processed using our proposed multiple direction-driven Convolutional Neural Networks to accurately predict the specific indoor room. The proposed system requires minimal infrastructure and provides accurate localization. In addition, we highlight the importance of ongoing maintenance of the vision-based indoor localization system. This system necessitates regular maintenance to adapt to changing indoor environments, particularly when new rooms have to be integrated into the existing localization framework. Class-Incremental Learning (Class-IL) is a computer vision approach that allows deep neural networks to incorporate new classes over time without forgetting the knowledge previously learned. In the context of vision-based indoor localization, this concept must be applied to accommodate new rooms. The selection of representative samples is essential to control memory limits, avoid forgetting, and retain knowledge from previous classes. We develop a coherence-based sample selection method for Class-IL, bringing forward the advantages of the coherence measure to a DL framework. The relevance of the methodology and algorithmic contributions of this thesis is rigorously tested and validated through comprehensive experimentation and evaluations on real datasets
Tmar, Mohamed. "Modèle auto-adaptatif de filtrage d'information : apprentissage incrémental du profil et de la fonction de décision". Toulouse 3, 2002. http://www.theses.fr/2002TOU30081.
Texto completo da fonteHaouchine, Mohamed Karim. "Remémoration guidée par l'adaptation et maintenance des systèmes de diagnostic industriel par l'approche du raisonnement à partir de cas". Phd thesis, Université de Franche-Comté, 2009. http://tel.archives-ouvertes.fr/tel-00466560.
Texto completo da fonteZaid, Nawal. "L'enseignement-apprentissage de la parole par les pratiques artistiques en classe de Français langue étrangère au Yémen". Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30032.
Texto completo da fonteThis research work proposes to undertake a project based on two axes: the first axis revolves around a field study to observe the oral teaching and learning in Yemeni universities, in particular, at the heart of the French department of Ta’izz. The purpose of this monitoring is to identify the reasons why learners are verbally passive in this institution. The hypothesis for this assumption is that the verbal passivity of Yemeni learners in class is closely linked to their insecurity in speaking French. The second axis of our research is to think about the benefits of drama in the development of oral [verbal] expression in FLE classes, especially in managing the insecurity of learners when having to speak French. The hypothesis of our research is that a theater project aimed at an « aesthetic access to speech in a foreign language » and involving the learner in his entirety (gesture, voice, creativity, relation to self and to others) could help the Yemeni learner in building a new enunciation in French as a foreign language
Diallo, Alfa Oumar. "Des pratiques sociales à la classe : élaborer des connaissances de chimie au collège". Cachan, Ecole normale supérieure, 2000. http://www.theses.fr/2000DENS0021.
Texto completo da fonteCamara, El Hadji Habib. "Intelligibilité de l'activité du professeur en classe par la co-disciplinarité : Quels sont les processus sous-jacents à une telle activité sur le plan didactique et pédagogique en classe de géographie de l'enseignement moyen et secondaire au Sénégal ?" Caen, 2009. http://www.theses.fr/2009CAEN1530.
Texto completo da fonteMuller, Catherine. "Paroles sur images : Les interactions orales déclenchées par des photographies d'auteur en classe de français, langue étrangère". Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030107.
Texto completo da fonteThe study lies in the field of foreign language education, but it also refers to verbal interaction analysis, foreign language classroom research, anthropology, and sociology. It rests onthe capacity of visual images to trigger verbal expression. Photography is here considered as ameans to induce oral interaction, thus enabling students to communicate in language courses. Wehave implemented a task in lessons of French taught as a foreign language in a pluricultural contextin Paris, learners’ levels ranging from A1 to B2. In this group project, students were invited tocomment on fine art and documentary photographs. We had no predetermined language objectivesand we did not seek to pass on information about the images, which were intentionally enigmatic.Our research question deals with the nature of the verbal interactions triggered by the photographs.In part 2, the analysis of the corpus highlights how learners interact. They implement strategies to communicate and to learn. The interactions are highly cooperative, which encourages students tolearn from their peers by using collective scaffolding. In part 3, we analyse the verbal reactions of the students when they comment on the photographs. These learners describe the images, they buildnarratives, they seek solutions, messages or interpretations, they evaluate the pictures esthetically,and they immerse themselves in the fiction of the photographs. They also find analogies with other images, which reveals the importance of intericonicity in visual perception and encourages learners to engage into intercultural exchanges
Khouzaimi, Hatim. "Turn-taking enhancement in spoken dialogue systems with reinforcement learning". Thesis, Avignon, 2016. http://www.theses.fr/2016AVIG0213/document.
Texto completo da fonteIncremental dialogue systems are able to process the user’s speech as it is spoken (without waiting for the end of a sentence before starting to process it). This makes them able to take the floor whenever they decide to (the user can also speak whenever she wants, even if the system is still holding the floor). As a consequence, they are able to perform a richer set of turn-taking behaviours compared to traditional systems. Several contributions are described in this thesis with the aim of showing that dialogue systems’ turn-taking capabilities can be automatically improved from data. First, human-human dialogue is analysed and a new taxonomy of turn-taking phenomena in human conversation is established. Based on this work, the different phenomena are analysed and some of them are selected for replication in a human-machine context (the ones that are more likely to improve a dialogue system’s efficiency). Then, a new architecture for incremental dialogue systems is introduced with the aim of transforming a traditional dialogue system into an incremental one at a low cost (also separating the turn-taking manager from the dialogue manager). To be able to perform the first tests, a simulated environment has been designed and implemented. It is able to replicate user and ASR behaviour that are specific to incremental processing, unlike existing simulators. Combined together, these contributions led to the establishement of a rule-based incremental dialogue strategy that is shown to improve the dialogue efficiency in a task-oriented situation and in simulation. A new reinforcement learning strategy has also been proposed. It is able to autonomously learn optimal turn-taking behavious throughout the interactions. The simulated environment has been used for training and for a first evaluation, where the new data-driven strategy is shown to outperform both the non-incremental and rule-based incremental strategies. In order to validate these results in real dialogue conditions, a prototype through which the users can interact in order to control their smart home has been developed. At the beginning of each interaction, the turn-taking strategy is randomly chosen among the non-incremental, the rule-based incremental and the reinforcement learning strategy (learned in simulation). A corpus of 206 dialogues has been collected. The results show that the reinforcement learning strategy significantly improves the dialogue efficiency without hurting the user experience (slightly improving it, in fact)
Di, Sano Concetta. "L'installation de l'enseignement d'une langue vivante au primaire en France : le cas de l’enseignement de l’italien dans une classe de CE2 assuré par un intervenant extérieur". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2166/document.
Texto completo da fonteThis research will focus on the teaching of Italian in primary schools. Italian was among the languages offered as E. L.C.O (language teaching and culture of origin). It is also proposed as a foreign language in primary education, but is in competition with English. The position, objectives and conditions of this teaching / learning have resulted in developments in the official instructions.Chronologically, several schemes have succeeded: the teaching of languages and cultures of origin - ELCO - (originally intended for the children of migrants and still governed by interstate agreements), language awareness projects (supported by the policy of the European Union to develop representations and positive attitudes towards languages), the introduction of foreign language teaching-learning in primary schools (depending on the academic decision in-line with the language map). In 2016, it appears that the state education system is unable to implement a policy that does not systematically lead to the teaching of English.The aim of our research is to describe the setting up of Italian language teaching by highlighting the experience of each of the players involved; two parallel investigation procedures will be examined during this work: the researcher’s point of view and his culture (ethical approach) and the thought concepts specific to the social actors studied (emic approach).The first part of the research will focus on the request and implementation of foreign language teaching / learning in the primary education setting. We then describe the variety of situations of this teaching and summarize the phases of its introduction in the French education system.In the second part, we will trace the history of Italian teaching in primary schools in the Rhône department.We will devote the third part to the presentation of our school observation survey encompassing all the players involved in this teaching: students learning in programs seemingly incompatible with each other, willingness of families, the teachers and school heads’ reticent attitudes, the language policy of the school Inspectorate, foreign teachers’ working conditions .To complete our research, we relied on teachers’ discourse and a specific case analysis. This research does not claim to generalize its findings. However, when significant changes took / take place in primary education, it may be useful for all players to have access to qualitative study. This analysis can clarify the particular situation of Italian teaching / learning for children when it is provided by foreign teachers and more especially as no earlier research on this unknown reality has come to light
Dary, Franck. "Modèles incrémentaux pour le traitement automatique des langues". Electronic Thesis or Diss., Aix-Marseille, 2022. http://www.theses.fr/2022AIXM0248.
Texto completo da fonteThis thesis is about natural language processing, and more specifically concerns the prediction of the syntactic-morphological structure of sentences.This is the matter of segmenting a text into sentences and then into words and associating to each word a part of speech and morphological features and then linking the words to make the syntactic structure explicit.The thesis proposes a predictive model that performs these tasks simultaneously and in an incremental fashion: the text is read character by character and the entire linguistic predictions are updated by the information brought by each new character.The reason why we have explored this architecture is the will to be inspired by human reading which imposes these two constraints.From an experimental point of view, we compute the correlation between eye-tracking variables measured on human subjects and complexity metrics specific to our model.Moreover, we propose a backtracking mechanism, inspired by the regressive saccades observed in humans. To this end, we use reinforcement learning, which allows the model to perform backtracking when it reaches a dead end
Doulin, Janrené. "Analyse comparative des difficultés rencontrées par les élèves dans l'appropriation de différents types de graphismes techniques en classe de seconde : option TSA (technologie des systèmes automatises)". Cachan, Ecole normale supérieure, 1996. http://www.theses.fr/1996DENS0016.
Texto completo da fonteBlanchouin, Aline. "La journée de classe de l'enseignant polyvalent du primaire : étude sur une année scolaire du cours d'action quotidien en cours préparatoire". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD072/document.
Texto completo da fonteHe aim of the thesis is twofold. We conduct an inventory of what is actually taught throughout the first year of compulsory school. Thus, we characterize the evolution of the real curriculum while revisiting the partition between so-called teachable moments (sessions specified in the log book) and the time (qualified as “lost” by the provisional research) we refer to as proto teaching. At the same time, we study the dynamics of the duality “sense – efficiency” which is the center of the primary school teacher empowerment. The main theoretical anchor is ergonomic; it relies on professional and compared didactics. The results show the existence of a generic intermediate “How to teach in a Year 2 Class” which - during daily activities - takes the form of operational compromises that the primary school teacher carries out throughout the temporal dynamics of the school year. It originates in the desire to acculturate students to methods and school form modalisations in elementary school ; in the institutional social hierarchy of school subjects ; in the importance of learning to read at this level of class ; in the management of the didactic heterogeneity. For the sphere of teachers’ training, one result of this work would be to take into account the dual analysis of the day and time slot in order to implement new teaching engineering
Bonidal, Rémi. "Sélection de modèle par chemin de régularisation pour les machines à vecteurs support à coût quadratique". Electronic Thesis or Diss., Université de Lorraine, 2013. http://www.theses.fr/2013LORR0066.
Texto completo da fonteModel selection is of major interest in statistical learning. In this document, we introduce model selection methods for bi-class and multi-class support vector machines. We focus on quadratic loss machines, i.e., machines for which the empirical term of the objective function of the learning problem is a quadratic form. For SVMs, model selection consists in finding the optimal value of the regularization coefficient and choosing an appropriate kernel (or the values of its parameters). The proposed methods use path-following techniques in combination with new model selection criteria. This document is structured around three main contributions. The first one is a method performing model selection through the use of the regularization path for the l2-SVM. In this framework, we introduce new approximations of the generalization error. The second main contribution is the extension of the first one to the multi-category setting, more precisely the M-SVM². This study led us to derive a new M-SVM, the least squares M-SVM. Additionally, we present new model selection criteria for the M-SVM introduced by Lee, Lin and Wahba (and thus the M-SVM²). The third main contribution deals with the optimization of the values of the kernel parameters. Our method makes use of the principle of kernel-target alignment with centered kernels. It extends it through the introduction of a regularization term. Experimental validation of these methods was performed on classical benchmark data, toy data and real-world data
Bonidal, Rémi. "Sélection de modèle par chemin de régularisation pour les machines à vecteurs support à coût quadratique". Thesis, Université de Lorraine, 2013. http://www.theses.fr/2013LORR0066/document.
Texto completo da fonteModel selection is of major interest in statistical learning. In this document, we introduce model selection methods for bi-class and multi-class support vector machines. We focus on quadratic loss machines, i.e., machines for which the empirical term of the objective function of the learning problem is a quadratic form. For SVMs, model selection consists in finding the optimal value of the regularization coefficient and choosing an appropriate kernel (or the values of its parameters). The proposed methods use path-following techniques in combination with new model selection criteria. This document is structured around three main contributions. The first one is a method performing model selection through the use of the regularization path for the l2-SVM. In this framework, we introduce new approximations of the generalization error. The second main contribution is the extension of the first one to the multi-category setting, more precisely the M-SVM². This study led us to derive a new M-SVM, the least squares M-SVM. Additionally, we present new model selection criteria for the M-SVM introduced by Lee, Lin and Wahba (and thus the M-SVM²). The third main contribution deals with the optimization of the values of the kernel parameters. Our method makes use of the principle of kernel-target alignment with centered kernels. It extends it through the introduction of a regularization term. Experimental validation of these methods was performed on classical benchmark data, toy data and real-world data
Martel, Véronique. "Émergence d'une communauté d'apprentissage en réseau à l'ordre primaire : l'activité de transformation d'un environnement d'apprentissage par la direction, les enseignants et les élèves (étude de cas)". Thesis, Université Laval, 2005. http://www.theses.ulaval.ca/2005/22874/22874.pdf.
Texto completo da fonteSaavedra, Reinaldo. "Etayer le travail des élèves avec la plateforme LabBook pour donner davantage de sens aux activités expérimentales réalisées par des élèves de premières S". Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAS012/document.
Texto completo da fonteThe thesis work involves an analysis of the experimental design activity carried out by students of junior year of high school in sciences using a TEL environment (Technology Enhanced Learning). It aims at understanding how they relate to knowledge and to the experimental approach established by both student and teacher.The thesis gives an account of how the students mobilizes their knowledge and it measures the influence of learning supports proposed by a TEL named LabBook. It also focuses on how the teacher deals with the difficulties encountered by students.Regarding that matter, a didactic engineering was already modelled as part of the Theory of didactical situations (Brousseau, 1986). This engineering focuses on the thematic of "genetic" and more specifically on "the expression of the genetic heritage" - a problematic area for most students. The analyses deal with the students’ productions, their answers to questionnaires (pre-test and post-test) and the teacher-student interactions produced throughout the work in the situation.This work highlighted the role of experimental design in changing the students' knowledge system and the evolution of their knowledge about the gene concept and expression of genetic information. The scaffolds implemented in the LabBook platform offer the students a potential for the implementation of experimental design. Teachers themselves dealt with the difficulties encountered by their students by implementing various aids. The study of these scaffolds allows the development of useful recommendations to improve the LabBook platform so as to help students overcome their learning difficulties
Lavallée, Pierre. "Stratégies d'enseignement explicite en lecture en contexte d'éducation expérientielle favorisant la réussite éducative d'élèves fréquentant une classe à effectif réduit au primaire". Thèse, 2008. http://www.archipel.uqam.ca/1590/1/D1719.pdf.
Texto completo da fonteBeauregard, Simon. "La formation par l'aventure au Québec : les comportements des formateurs qui favorisent l'apprentissage des participants". Mémoire, 2007. http://www.archipel.uqam.ca/5027/1/M9857.pdf.
Texto completo da fonteJulien, Didier Éric. "Observation des pratiques de classe des enseignants de langue seconde au secondaire dans le contexte de formation par compétences". Mémoire, 2009. http://www.archipel.uqam.ca/2238/1/M10884.pdf.
Texto completo da fonteGuertin-Baril, Thaïs. "L’apprentissage par la lecture d’élèves d’une classe ordinaire de 3e année du primaire dans une école en milieu défavorisé". Thèse, 2018. http://hdl.handle.net/1866/21332.
Texto completo da fonteBeaudry, Diane. "Exploration de stratégies cognitives utilisées par des élèves du secondaire ayant des difficultés d'apprentissage lorsqu'ils lisent pour apprendre". Thèse, 2003. http://hdl.handle.net/1866/14913.
Texto completo da fonteHébert, Catherine. "Exploration des stratégies d'autorégulation utilisées par les élèves du secondaire en difficulté d'apprentissage lorsqu'ils lisent pour apprendre". Thèse, 2003. http://hdl.handle.net/1866/14916.
Texto completo da fonteMourad, Éliane. "Entrée au secondaire d’élèves ayant des difficultés d’apprentissage intégrés en classe ordinaire: expérience vécue particulièrement dans une situation d’apprentissage par la lecture". Thèse, 2019. http://hdl.handle.net/1866/22450.
Texto completo da fontePapin, Kevin. "La contribution des tâches de réalité virtuelle au désir de communiquer en français langue seconde à l’extérieur de la salle de classe à Montréal". Thèse, 2019. http://hdl.handle.net/1866/23558.
Texto completo da fonteSince communicative approach and task-based language teaching have placed communication at the centre of second language (L2), researchers such as Ellis (2003) have underlined the importance of individual differences between L2 learners, regarding their willingness to communicate (WTC), which is defined as "readiness to enter into discourse at a particular time with a specific person using the L2" (MacIntyre et al., 1998, p. 547). These researchers have suggested that the development of L2 WTC be made a priority of L2 teaching. In this respect, the literature shows that computer-mediated communication has a positive effect on increasing L2 learners' WTC (Rankin et al., 2006; Gonzalez-Lloret, 2017), by lowering language anxiety and increasing self-perceived communicative competence (SPCC), which are the two main antecedents of L2 WTC. One avenue for research that has not received much attention is the pedagogical use of 360 virtual reality (VR360), a promising medium for teachers hoping to increase their L2 students' WTC. VR360 can be defined as an immersive digital environment relying on 360 photos/videos from the real world and providing the user with a strong feeling of presence in “real life” situations. We propose that VR360 has the potential to provide learners with semi authentic simulations designed to lower their anxiety and increase their SPCC, leading to increased WTC. To assess this potential, we designed and implemented three short communicative VR360 tasks presenting learners with communicative situations similar to the ones they could encounter in their daily life, such as paying for groceries using L2 French. The tasks are anchored in the reality of the learning environment: in this case, Montreal, a French-English bilingual metropolis with a distinct regional variety of French. The 19 participants to this exploratory study are international university students learning L2 French at a beginner level. Mixed methodology (quantitative pre/post tests, reflective journals and semi-structured focus groups) was used to measure and probe their level of SPCC, anxiety and WTC, and to shed light on the challenges they face while trying to interact in French in Montreal and their perception of the RV360 tasks as a learning tool preparing for real-life L2 use. The data analysis indicates that the challenges to communication in L2 French in the real world mainly come from a negative perception of one’s vocabulary and pronunciation, combined with anxiety due to the anticipation of breakdowns in communication with native French speakers. Faced with this pitfall, participants generally argued that RV360 tasks are a good learning tool to bridge the classroom and the real world and thus prepare them for L2 interaction in the real world, even if the low level of difficulty and the lack of flexibility limit task authenticity. The RV360 tasks thus contributed positively (albeit to varying degrees among learners) to the improvement of their WTC, mainly via the strengthening of their SCCP. The discussion provides new insights into good teaching practices and the development of learning scenarios incorporating the RV360 to promote WTC at a beginner level. These scenarios should focus on strategic instruction, task complexity and feedback, while relying on a human-human interaction in addition to the completion of the RV360 tasks.