LE PODCAST ÉDUCATIF DANS LA FORMATION DES ÉTUDIANTS EN MASTER MICR: UN LEVIER DE MÉDIATION ENTRE EXPRESSION ORALE ET COMPÉTENCES LECTORALES

This article presents the findings of an action-research study conducted with 17 first-year Master's students in "Computer Modeling of Knowledge and Reasoning" (MICR) at Dr. Moulay Tahar University in Saïda, Algeria. The research investigates the effectiveness of educational podcasting as a multi-modal mediation tool designed to facilitate the complex transition from oral comprehension to advanced academic writing within a French for Academic Purposes (FAP/FOU) framework. Theoretically grounded in Sweller’s Cognitive Load Theory and Bruner’s scaffolding principles, the experimental protocol implements a structured pedagogical circuit. This process integrates segmented audio reception, translanguaging interactions, and analytical reading, ultimately leading to the production of rigorous scientific syntheses. The results demonstrate that aligning language instruction with core disciplinary content, specifically Artificial Intelligence, significantly boosts intrinsic motivation and mitigates linguistic insecurity among learners. A key finding of this analysis is that the strategic mobilization of translanguaging resources, particularly technical English, serves as a vital "cognitive bridge." This allows students to stabilize complex expert knowledge before successfully restructuring and articulating it in academic French. Ultimately, the study suggests that the educational podcast is a robust instrument for rehabilitating literacy skills in engineering students, effectively transforming a traditional language course into a high-level, specialized seminar tailored to the demands of the global scientific community.