Abstracts
Résumé
L’efficacité de la rétroaction corrective (RC) a suscité un intérêt croissant dans l’enseignement de l’écriture en langue seconde. Bien que les résultats des études empiriques soient parfois contradictoires, il est reconnu que divers facteurs individuels et contextuels influencent l’engagement des apprenants envers la RC (Han et Hyland, 2015 ; Zhang et Hyland, 2018 ; Zheng et Yu, 2018).
Utilisant une perspective écologique (Bronfenbrenner, 1979 ; Lira-Gonzales et Valeo, 2023 ; Van Lier, 1997), la présente étude de cas multiples examine comment les facteurs individuels et contextuels ont influencé l’engagement d’un groupe d’adolescents immigrants non francophones dans un programme d’intégration linguistique, scolaire et sociale (ILSS) au Québec. Les participants étaient cinq adolescents âgés de 14 à 16 ans, qui étaient nouvellement arrivés et inscrits dans une classe d’accueil au niveau débutant. Les données ont été collectées sur une période de six semaines, incluant des textes rédigés par les apprenants et des entretiens semi-structurés. Les résultats mettent en lumière l’interconnexion et la complexité des facteurs individuels et contextuels qui influencent l’engagement des apprenants envers la rétroaction corrective, soulignant l’importance de ces éléments dans le processus d’apprentissage.
Mots-clés :
- rétroaction corrective,
- écriture langue seconde,
- engagement cognitif,
- engagement affectif,
- engagement comportemental
Abstract
The effectiveness of corrective feedback (CF) has gained increasing attention in the field of second language writing. Although empirical studies often yield mixed results, there is a consensus that various individual and contextual factors influence how learners engage with CF (Han & Hyland, 2015; Zhang & Hyland, 2018; Zheng & Yu, 2018).
Using an ecological perspective (Bronfenbrenner, 1979; Lira-Gonzales & Valeo, 2023; Van Lier, 1997), this multiple case study examines how individual and contextual factors influenced the engagement of a group of non-French-speaking immigrant adolescents enrolled in a linguistic, educational, and social integration program in Quebec. The participants were five adolescents aged 14 to 16, newly arrived and enrolled in a beginner-level French as a second language class. Data were collected over a six-week period, including written texts produced by the learners and semi-structured interviews. The results highlight the interconnectedness and complexity of individual and contextual factors that influence learners' engagement with corrective feedback, emphasizing the importance of these elements in the learning process.
Keywords:
- corrective feedback,
- second language writing,
- cognitive engagement,
- affective engagement,
- behavioural engagement
Appendices
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