Rétroaction corrective synchrone et écriture collaborative en ligne : perceptions d’enseignants de français langue seconde

Authors

  • Kevin Papin Université du Québec à Montréal
  • Gabriel Michaud Université de Montréal

DOI:

https://doi.org/10.37213/cjal.2023.33027

Keywords:

rétroaction corrective écrite synchrone, écriture collaborative, perceptions des enseignants, rétroaction assistée par ordinateur, apprentissage des langues médiatisé par la technologie, enseignement-apprentissage en ligne

Abstract

With the recent surge in remote teaching, collaborative writing (CW) tasks, which have been shown to help the development of second language (L2) writing skills (Elabdali, 2021), are increasingly taking place online. Such format allows the L2 teacher to provide synchronous written corrective feedback (SWCF) to learners, who can then collaboratively address errors in real time. However, few studies have focused on teachers’ perceptions in the context of an online L2 French course. This case study therefore explores L2 French teachers’ (N = 3) perceptions regarding the implementation, in their advanced written French course, of two online CW tasks (Google Docs), during which they provided SWCF to their students (N = 46), who collaborated in small groups via videoconferencing (Zoom). After the two tasks, teachers shared their views on the affordances and limitations of such pedagogical practice in a semi-structured focus group interview conducted online (Zoom). Content analysis of the interview transcriptions indicates that while teachers had overall positive perceptions of this practice and saw its potential for L2 French teaching and learning, some concerns regarding practicality and implementation of SWCF during online CW emerged. Best practices regarding the provision of SWCF during such CW tasks are discussed.

Author Biography

Gabriel Michaud, Université de Montréal

Professeur adjoint, Département de didactique

References

Alharbi, M. A. (2020). Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course. Innovation in Language Learning and Teaching, 14(3), 227-242. https://doi.org/10.1080/17501229.2019.1572157

Altamimi, O. A., & Masood, M. (2021). Teacher electronic written corrective feedback, trends and future directions. Arab World English Journal, 12(3), 308-322. https://dx.doi.org/10.24093/awej/vol12no3.21

Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback: What do students and teachers think is right and why? Canadian Journal of Applied Linguistics / La revue canadienne de linguistique appliquée, 13(2), 95-127. https://journals.lib.unb.ca/index.php/CJAL/article/view/19886

Atmaca, Ç. (2016). Contrasting perceptions of students and teachers: Written corrective feedback. Journal of Language and Linguistic Studies, 12(2), 166-182. https://dergipark.org.tr/en/pub/jlls/issue/36115/405548

Aubrey, S. (2022). Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? Studies in Second Language Learning and Teaching, 12(1), 59-86. https://doi.org/10.14746/ssllt.2022.12.1.4

Bahari, A. (2020). Computer‐mediated feedback for L2 learners: Challenges versus affordances. Journal of Computer Assisted Learning, 37(1), 24-38. https://doi.org/10.1111/jcal.12481

Balaman, U. (2021), The interactional organization of video-mediated collaborative writing: Focus on repair practices. TESOL Quarterly, 55(3), 979-993. https://doi.org/10.1002/tesq.3034

Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79-99. http://dx.doi.org/10125/44447

Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9781139524681

Cho, H., Kim, Y., & Park, S. (2022). Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks. Language Awareness, 31(1) 1-20. https://doi.org/10.1080/09658416.2021.1937194

Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58. https://doi.org/10.1016/j.jslw.2011.12.002

Elabdali, R. (2021). Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing. Journal of Second Language Writing, 52, 100788. https://doi.org/10.1016/j.jslw.2020.100788

Ene, E., & Upton, T. A. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing, 41, 1-13. https://doi.org/10.1016/j.jslw.2018.05.005

Erlam, R., & Tolosam, C. (2022). Pedagogical realities of implementing task-based language teaching. Benjamins. https://doi.org/10.1075/tblt.14

Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. The Canadian Modern Language Review / La revue canadienne des langues vivantes, 69(2), 129-153. https://doi.org/10.3138/cmlr.1346

Jodaie, M., & Farrokhi, F. (2012). An exploration of private language institute teachers’ perceptions of written grammar feedback in EFL classes. English Language Teaching, 5(2), 58-67. http://dx.doi.org/10.5539/elt.v5n2p58

Khanlarzadeh, M., & Taheri, P. (2017). L2 writing teachers’ perceptions and problems regarding written corrective feedback: Does holding a TEFL degree matter? European Online Journal of Natural and Social Sciences, 6(1), 130-145. https://european-science.com/eojnss/article/view/4917/2425

Kim, Y., Choi, B., Kang, S., Kim, B., & Yun, H. (2020). Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annals, 53(1), 176-199. https://doi.org/10.1111/flan.12443

Kitjaroonchai, N., & Suppasetseree, S. (2021). Online collaborative writing via Google Docs: Case studies in the EFL classroom. Journal of Language Teaching and Research, 12(6), 922-934. https://doi.org/10.17507/jltr.1206.08

Kohnke, L., & Moorhouse, B. L. (2020). Facilitating synchronous online language learning through Zoom. RELC Journal, 53(1), 296-301.

https://doi.org/10.1177/0033688220937235

Komter, M. L. (2006). From talk to text: The interactional construction of a police record. Research on Language and Social Interaction, 39(3), 201-228. https://doi.org/10.1207/s15327973rlsi3903_2

Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882-904. https://doi.org/10.1080/09588221.2018.1465981

Li, M., & Zhang, M. (2023). Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 56(1), 94-112. https://doi.org/10.1017/S0261444821000318

Li, S. (2017). Student and teacher beliefs and attitudes about oral corrective feedback. Dans H. Nassaji et E. Kartchava (dir.), Corrective feedback in second language teaching and learning (pp. 143-157). Routledge.

Lira-Gonzales, M. L., Valeo, A., & Barkaoui, K. (2021). Teachers' beliefs and practice about written corrective feedback: A case study in a French as a foreign language program. Language Teaching Research Quarterly, 25, 5-28. https://doi.org/10.32038/ltrq.2021.25.02

Liu, Q., & Brown, D. (2015). Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing. Journal of Second Language Writing, 30, 66-81. https://doi.org/10.1016/j.jslw.2015.08.011

Long, M. H. (2017). Problems in SLA. Routledge.

Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471-497. https://doi.org/10.1017/S0272263100004010

Mao, Z., & Lee, I. (2020). Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts. Assessing Writing, 45, 100469. https://doi.org/10.1016/j.asw.2020.100469

Ng, E. K. J., & Farrell, T. S. (2003). Do teachers’ beliefs of grammar teaching match their classroom practices? In D. Deterding, A. Brown, & E.L. Low (dir.), English in Singapore: Research on Grammar (pp. 128-137). McGraw Hill.

Payant, C., & Maatouk, Z. (2022). Collaborative writing in a third language: How writers use and view their plurilingual repertoire during collaborative writing tasks. Canadian Journal of Applied Linguistics / La Revue canadienne de linguistique appliquée, 25(1), 127-151. https://doi.org/10.37213/cjal.2022.31288

Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. https://doi.org/10.1016/j.system.2009.03.002

Qotb, H. (2014). Écriture collaborative synchrone dans une formation de langue en ligne. Les Langues Modernes. https://hal.archives-ouvertes.fr/hal-02051707

Rajab, H., Khan, K., & Elyas, T. (2016). A case study of EFL teachers’ perceptions and practices in written corrective feedback. International Journal of Applied Linguistics and English Literature, 5(1), 119-131. https://journals.aiac.org.au/index.php/IJALEL/article/view/1969

Saldaña, J. (2013). The coding manual for qualitative researchers. Sage Publishing.

Séror, J. (2012). Show me! Enhanced feedback through screencasting technology. TESL Canada Journal, 30(1), 104. https://doi.org/10.18806/tesl.v30i1.1128

Shili, L., & Ouhaibia, B. (2021). Écriture collaborative en ligne et compétences scripturales d’étudiants de français. Multilinguales, 16, 1-12. https://doi.org/10.4000/multilinguales.7302

Shintani, N. (2016). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study. Computer Assisted Language Learning, 29(3), 517-538. https://doi.org/10.1080/09588221.2014.993400

Shintani, N., & Aubrey, S. (2016), The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer‐mediated environment. The Modern Language Journal, 100(1), 296-319. https://doi.org/10.1111/modl.12317

Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters.

https://doi.org/10.21832/9781847699954

Storch, N. (2017). Sociocultural theory in the L2 classroom. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 69-83). Routledge. https://doi.org/10.4324/9781315676968

Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). Bloomsbury Academic. https://doi.org/10.5040/9781474212113.ch-004

Teye, J. C. (2019). Ghanaian university student and teacher preferences for written corrective feedback in French as a foreign language classes [Mémoire de maitrise, Université Laval, Canada]. Corpus UL. https://corpus.ulaval.ca/entities/publication/a6803782-717d-4e39-9af5-27e3eb3d0586/full

To, J. (2022). Using learner-centred feedback design to promote students’ engagement with feedback. Higher Education Research & Development, 41(4), 1309-1324. https://doi.org/10.1080/07294360.2021.1882403

Yamashita, T. (2021). Evaluation of computer-mediated collaborative writing with synchronous corrective feedback in an English-as-a-Second-Language writing program at a US university: Evidence from replication over three years. [Ph.D. dissertation, Iowa State University.] Iowa State University ProQuest Dissertations Publishing. https://www.proquest.com/docview/2549232107?pq-origsite=gscholar&fromopenview=true

Wu, H. J. (2015). The effects of blog-supported collaborative writing on writing performance, writing anxiety and perceptions of EFL college students in Taiwan. [Ph.D. dissertation, University of South Florida.] USF Tampa Theses and Dissertations. https://scholarcommons.usf.edu/etd/5600

Zheng, Y., Yu, S., & Lee, I. (2021). Implementing collaborative writing in Chinese EFL classrooms: Voices from tertiary teachers. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.631561

Published

2023-08-15

How to Cite

Papin, K., & Michaud, G. (2023). Rétroaction corrective synchrone et écriture collaborative en ligne : perceptions d’enseignants de français langue seconde. Canadian Journal of Applied Linguistics, 26(2), 60–80. https://doi.org/10.37213/cjal.2023.33027

Issue

Section

Articles