These are students attending university, whether it be in public administration, political science or other fields. Regardless of the program, various groups took part in the initiative, including one guided group. In that case, we sought a commitment by both the university and students. The idea was for them, in addition to their university work, to devote between 5 and 10 hours a week to the project and to using the tools to develop their language skills.
In another group, spread over the 10 universities, we allowed the students to access the tools but gave them a little less guidance. Those students devoted the number of hours they wanted to allocate to learning their second language.
Lastly, there is what is called a control group. It is also spread across the country. So there is a guided group in which we provide students with self-learning tools. We guide them by providing them with a little more information and regularly sending them bulletins so they feel supervised. There is also a less supervised group to which we nevertheless offer self-learning tools, and, lastly, there is a control group which we offer no supervision. This approach is part of the study. We want to be able to observe what students' language skills are at the start and check to see whether there has been progress in that regard at the end of the project.