, Coalition for Psychology in Schools and Education, Top 20 Principles from Psychology for PreK-12 Teaching and Learning, 2015.

R. L. Bangert, Individualized Systems of Instruction in Secondary Schools, Review of Educational Research Summer, vol.53, issue.2, pp.143-158, 1983.

B. S. Bloom, The 2 Sigma Problem : The Search for Methods of Group Instruction as Effective as One-to-One Tutoring, Educational Researcher, vol.13, issue.6, pp.4-16, 1984.

C. J. Bonk and C. R. Graham, Handbook of Blended Learning : Global Perspectives, Local Designs, 2006.

C. Brudermann, Le secteur des langues pour spécialistes d'autres disciplines dans les universités françaises : résultats d'une enquête nationale menée par la SAES, Recherche et pratiques pédagogiques en langues de spécialité, vol.35, pp.1-19, 2016.

R. F. Burton, Quantifying the Effects of Chance in Multiple Choice and True/False Tests : Question Selection and Guessing of Answers, Assessment & Evaluation in Higher Education, vol.26, issue.1, pp.41-50, 2001.

, Multiple Choice and True/False Tests : Reliability Measures and some Implications of Negative Marking, Assessment & Evaluation in Higher Education, vol.29, issue.5, pp.585-595, 2004.

, Multiple-choice and True/False Tests : Myths and Misapprehensions, Assessment & Evaluation in Higher Education, vol.30, issue.1, pp.65-72, 2005.

A. C. Butler, H. L. Roediger, and I. , Feedback Enhances the Positive Effects and Reduces the Negative Effects of Multiple-Choice Testing, Memory & Cognition, vol.36, issue.3, pp.604-616, 2008.

A. C. Butler, When Additional Multiple-Choice Lures Aid versus Hinder Later Memory, Applied Cognitive Psychology, vol.20, pp.941-956, 2006.

B. Andrew and C. , The Effect of Type and Timing of Feedback on Learning from

M. Tests, Journal of Experimental Psychology : Applied, vol.13, issue.4, pp.273-281, 2007.

G. Cook, Translation in Language Teaching : An Argument for Reassessment, 2010.

S. P. Corder, The Significance of Learners' Errors, International Review of Applied Linguistics, vol.5, pp.161-169, 1967.

R. Dekeyser, Beyond Focus on Form : Cognitive Perspectives on Learning and Practicing Second Language Grammar, Focus on Form in Classroom Second Language Acquisition, pp.42-63, 1998.

D. Giacomo and . Dina, The Silent Reading Supported by Adaptive Learning Technology : Influence in the Children Outcomes, Computers in Human Behavior, vol.55, pp.1125-1130, 2016.

R. ;. Ellis, N. Ellis, and D. San, Current Issues in the Teaching of Grammar : An SLA Perspective, Second Language Acquisition, vol.40, pp.83-107, 1994.

, Language Teaching Research & Language Pedagogy, 2012.

J. Falout, Demotivation : Affective States and Learning Outcomes, System, vol.37, pp.403-417, 2009.

R. Frary, Formula Scoring of Multiple-Choice Tests (Correction for Guessing), pp.33-38, 1988.

C. Freinet, La méthode naturelle : L'apprentissage de la langue, Cannes, Editions de l'Ecole Moderne Française, 1968.

T. M. Haladyna and S. M. Downing, How Many Options is Enough for a Multiple-Choice Test Item ?, Educational and Psychological Measurement, vol.53, pp.999-1010, 1993.

T. M. Haladyna, A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment, Applied Measurement in Education, vol.15, issue.3, pp.309-333, 2002.

G. Hall, Exploring English Language Teaching : Language in Action, Routledge, 2011.

F. Hemmati and E. Ghaderi, The Effect of Four Formats of Multiple-Choice Questions on the Listening Comprehension of EFL Learners, Procedia -Social and Behavioral Sciences, vol.98, pp.637-644, 2014.

J. H. Hulstijn and R. De-graaff, Under What Conditions Does Explicit Knowledge of a Second Language Facilitate the Acquisition of Implicit Knowledge ? A Research Proposal, AILA Review, vol.11, pp.97-112, 1994.

K. E. Kakosimos, Example of a Micro-Adaptive Instruction Methodology for the Improvement of Flipped-Classrooms and Adaptive-Learning Based on Advanced BlendedLearning Tools, Education for Chemical Engineers, vol.12, pp.1-11, 2015.

A. Khodamoradi and N. Khaki, The Effect of Mechanical and Meaningful Drills on the Acquisition of Comparative and Superlative Adjectives, International Journal of Linguistics, vol.4, issue.4, pp.264-274, 2012.

A. Koriat and R. A. Bjork, Illusions of Competence in Monitoring One's Knowledge During Study, Journal of Experimental Psychology : Learning, Memory, and Cognition, vol.31, issue.2, pp.187-194, 2005.

S. Krashen, Second Language Acquisition and Second Language Learning, Principles and Practice in Second Language Acquisition, 1981.

J. P. Lantolf and S. L. Thorne, Sociocultural Theory and the Genesis of Second Language Development, 2006.

L. Grand and . Séverine, Utilisation de questionnaires collaboratifs et de smartphones en cours de langues, Université Rennes, vol.1, 2017.

N. Michinov, Procrastination, Participation, and Performance in Online Learning Environments, Computers & Education, vol.56, issue.1, pp.243-252, 2011.
URL : https://hal.archives-ouvertes.fr/hal-01758763

J. L. Little and E. L. Bjork, The Persisting Benefits of Using Multiple-Choice Tests as Learning Events, Proceedings of the Annual Meeting of the Cognitive Science Society, vol.34, pp.683-688, 2012.

F. Mödritscher, The Past, the Present and the Future of Adaptive E-learning, Proceedings of International Conference of Interactive Computer Aided Learning (ICL), 2004.

D. Newby, Do Grammar Exercises Help ? Assessing the Effectiveness of Grammar Pedagogy, ELT Harmony and Diversity, pp.3-16, 2014.

R. L. Oxford, Language Learning Strategies : What Every Teacher Should Know, 1990.

H. Pashler, When Does Feedback Facilitate Learning of Words ?, Journal of Experimental Psychology : Learning, Memory and Cognition, vol.31, issue.1, pp.3-8, 2005.

T. Pica, Adult Acquisition of English as a Second Language Under Different Conditions of Exposure, Language Learning, vol.33, pp.465-497, 1983.

C. Puren, Histoire des méthodologies de l'enseignement des langues. Paris, CLE international, 1988.

C. Quaireau, Tacit-Ortho : un logiciel en ligne pour aider à comprendre l'implicite des textes, pp.1-7, 2016.
URL : https://hal.archives-ouvertes.fr/hal-01771951

I. Roediger, L. Henry, and E. J. Marsh, The Positive and Negative Consequences of Multiple-Choice Testing, Journal of Experimental Psychology : Learning, Memory and Cognition, vol.31, issue.5, pp.1155-1159, 2005.

L. Selinker, Interlanguage, International Review of Applied Linguistics, vol.10, pp.219-231, 1972.

N. Spada and Y. Tomita, Interactions Between Type of Instruction and Type of Language Feature : A Meta-Analysis, Language Learning, vol.60, issue.2, pp.263-308, 2010.

H. Truong and . May, Integrating Learning Styles and Adaptive E-Learning System : Current Developments, Problems and Opportunities, Computers in Human Behavior, vol.5, pp.1185-1193, 2016.

, Evaluation of Evidence-Based Practices in Online Learning : A Meta-Analysis and Review of Online Learning Studies, 2010.

M. Van-der-yeught, Developing English for Specific Purposes (ESP) in Europe : Mainstream Approaches and Complementary Advances, 2016.
URL : https://hal.archives-ouvertes.fr/hal-01395758

M. Vandewaetere, The Contribution of Learner Characteristics in the Development of Computer-Based Adaptive Learning Environments, Computers in Human Behavior, vol.27, pp.118-130, 2011.

. Vegada and . Bhavisha, Comparison Between Three Option, Four Option and Five Option Multiple Choice Question Tests for Quality Parameters : A Randomized Study, Indian J Pharmacol, vol.48, pp.571-575, 2016.

J. Villessèche, Enhancing Reading Skills Through Adaptive E-Learning, Interactive Technology and Smart Education, vol.16, issue.1, pp.2-17, 2018.

L. Vygotski, . Pensée, and . Paris, , 1985.

H. Widdowson, Defining Issues in Language English Teaching, 2003.

B. D. Wright and G. A. Douglas, Best Test Design and Self-Tailored Testing, Research Memorandum, vol.19, pp.1-55, 1975.

Y. Yang and . Carolyn, An Online Adaptive Learning Environment for CriticalThinking-Infused English Literacy Instruction, British Journal of Educational Technology, vol.45, issue.4, pp.723-747, 2014.

B. Zimmerman and M. Boekaerts, Attaining Self-Regulation : A Social Cognitive Perspective, pp.13-39, 2000.
URL : https://hal.archives-ouvertes.fr/hal-00702963