Perceptions des apprenants de la rétroaction corrective écrite synchrone dans la rédaction collaborative par vidéoconférence

Auteurs-es

DOI :

https://doi.org/10.21432/cjlt28511

Mots-clés :

apprentissage des langues assisté par ordinateur , communication assistée par ordinateur , rétroaction corrective écrite synchrone , rédaction collaborative par vidéoconférence

Résumé

La recherche en langues secondes (L2) suggère que la rétroaction corrective écrite synchrone (RCÉS) dans les tâches d'écriture collaborative (ÉC) en ligne peut aider à améliorer les compétences en écriture. Au vu de l’essor de l’ÉC en ligne faisant suite à la pandémie de COVID-19, cette étude exploratoire examine les perceptions des apprenants de L2 quant à la RCÉS reçue lors de tâches d’ÉC effectuées sur une plateforme d'édition de texte en ligne (Google Docs) et médiatisées par vidéoconférence (Zoom). Les apprenants adultes avancés de français L2 (N = 46) ont participé à deux tâches d’ÉC, au cours desquelles leur enseignant (N = 3) fournissait une RCÉS. L’activité d'écran des apprenants a été enregistrée. Après l’expérience, un questionnaire de perceptions a été distribué et les participants sélectionnés ont participé à des entretiens semi-structurés pour discuter de leur expérience. Les résultats indiquent que les apprenants considèrent la RCÉS médiatisée par la technologie comme un moyen efficace d’améliorer leur écriture en L2 par rapport à la rétroaction écrite traditionnelle et différée. Les implications pédagogiques pour la mise en œuvre de tâches d’ÉC par vidéoconférence sont discutées.

Bibliographies de l'auteur-e

Kevin Papin, Université du Québec à Montréal

Kevin Papin is Assistant Professor in the Faculty of Education at the University of Quebec in Montreal (UQAM), Canada. His research focuses on the pedagogical use of different technologies (e.g., virtual reality, speech technologies) for autonomous L2 learning, in relation to willingness to communicate, vocabulary, and pronunciation.

Gabriel Michaud, Université de Montréal

Gabriel Michaud is Assistant Professor in the Faculty of Education at the University of Montreal, Canada. His research interests include task-based language teaching, second language grammar and vocabulary development, and written corrective feedback.

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Publié-e

2024-06-03

Numéro

Vol. 49 No. 3 (2023): Automne

Rubrique

Articles

Licence

© Kevin Papin, Gabriel Michaud 2024

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.