Students’ perceptions of interactive live worksheets in online French language learning

Abstract

Digital tools are increasingly used in online foreign language learning, yet limited research has examined students’ perceptions of live worksheets, particularly in Caribbean higher education. This exploratory descriptive study investigated 16 undergraduate students’ perceptions of live worksheets in a 15-week beginner French course at a Jamaican university, focusing on benefits, limitations, motivation, and the instructor’s role. Using convenience sampling, data were collected through an online questionnaire comprising open- and closed-ended items. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. Findings indicate that students perceived live worksheets as beneficial for engagement, motivation, and Foreign Language Excitement, while immediate feedback supported self-assessment, recall, and application of linguistic knowledge. However, inaccurate automated responses and difficulties with diacritics presented challenges. Students emphasized the instructor’s role in verifying accuracy, clarifying misunderstandings, and facilitating feedback. The study highlights the potential of live worksheets as formative assessment tools in foreign language learning.