Résumés
Abstract
Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this exploratory study examines L2 learners’ perceptions of receiving SWCF during collaborative writing tasks completed on an online text-editing platform (Google Docs) and mediated by videoconferencing (Zoom). Adult learners (N = 46) enrolled in advanced online French as a Second Language courses took part in two collaborative writing tasks, during which their teachers (N = 3) provided SWCF. Learners’ screen activity was recorded. After the experiment, a perception survey was distributed and selected participants took part in semi-structured interviews to further discuss their experience. Results indicate that learners viewed the provision of SWCF through computer-mediated communication as an effective way to improve their L2 writing compared to traditional, delayed written feedback. Pedagogical implications for the implementation of videoconferences collaborative writing tasks involving teacher SWCF are discussed.
Keywords:
- computer-assisted language learning,
- synchronous written corrective feedback,
- video-conferenced collaborative writing,
- computer-mediated communication
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.
Mots-clés :
- apprentissage des langues assisté par ordinateur,
- communication assistée par ordinateur,
- rétroaction corrective écrite synchrone,
- rédaction collaborative par vidéoconférence
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