Critical evaluation of online didactic sequences for EFL learners in the Wallonia-Brussels Federation (Belgium)

Abstract

This master thesis explores the quality, reliability, and relevance of online didactic sequences designed for teaching English as a Foreign Language (EFL) in the Wallonia-Brussels Federation (Belgium). It evaluates pedagogical resources available on various online platforms, examining their alignment with legal prescriptions (frameworks and curricula), pedagogical models (PPP, PFE, etc.), and the expectations of the Common European Framework of Reference for Languages (CEFR). The study is based on a critical analysis of didactic sequences from websites such as the British Council, Linguahouse, and Ellii, the development of an evaluation grid for didactic sequences, and a survey conducted among current and future language teachers in the Wallonia-Brussels Federation regarding their use, perception, and adaptation of these resources.