Résumés
Abstract
This study examines the impact of three complementary assessment strategies on French language proficiency: standardized evaluation based on the Diplôme d'Études en Langue Française (DELF), personalized verbal feedback, and structured self-reflection. These methods were designed to foster equitable, inclusive, and accessible learning experiences while leveraging research on spaced repetition and retrieval-based learning to strengthen retention and mastery. The project supported diverse learner profiles and prepared students for advanced-level French coursework, targeting competencies in reception, production, interaction, and mediation. Findings indicate that DELF principles—criteria aligned with the Common European Framework of Reference for Languages, authentic communicative tasks, and transparent rubrics—can be adapted beyond formal testing to enrich daily instruction and promote fairness. Personalized verbal feedback enhances learner motivation and engagement. Structured self-reflection tools foster metacognitive awareness and autonomy. These methods were embedded within an instructional model integrating authentic tests, inquiry-based individualized feedback, and backward design principles within self-paced online modules via the Desire2Learn (D2L) platform. Although focused on language education, these strategies demonstrate strong potential for broader contexts, reframing assessment as a dynamic, learner-driven process that promotes continuous development rather than serving solely as a summative measure.
Keywords:
- equitable learning,
- personalized feedback,
- self-reflection,
- spaced repetition,
- learner-oriented assessment
Parties annexes
Bibliography
- Ahmadian, M. J. (2013). Working memory and task repetition in second language oral production. Asian Journal of English Language Teaching, 23, 37–55.
- Antony, J. W., Ferreira, C. S., Norman, K. A., & Wimber, M. (2017). Retrieval as a fast route to memory consolidation. Trends in Cognitive Sciences, 21(8), 573–576. https://doi.org/10.1016/j.tics.2017.05.001
- Ashbury, J. E., Fletcher, B. M., & Birtwhistle, R. V. (1993). Personal journal writing in a communication skills course for first-year medical students. Medical Education, 27(3), 196–204.
- Baddeley, A. D. (1990). Human memory: Theory and practice. Psychology Press.
- Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. https://doi.org/10.1146/annurev-psych-113011-143823
- Boud, D., Keogh, R., & Walker, D. (1985). Introduction: What is reflection in learning? In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: Turning experience into learning (pp. 7–17). Routledge.
- Chandra, P., Hitchcock, S., & Seno-Alday, S. (2025). Assessment style in interdisciplinary education—Challenges in creating equitable assessment opportunities. Studies in Higher Education, 50(3), 525–536. https://doi.org/10.1080/03075079.2024.2345187
- Clark, D., & Talbert, R. (2023). Grading for growth. Routledge.
- Columbia Center for Teaching and Learning. (2022). Assessing equitably with all learners in mind. Columbia University. https://ctl.columbia.edu/resources-and-technology/resources/assessing-equitably/
- Conseil de l’Europe. (2021). Cadre européen commun de référence pour les langues: Apprendre, enseigner, évaluer. https://www.coe.int/lang-cecr
- Cowie, N. (2018). Student transcription for reflective language learning. ELT Journal, 72(4), 435–444. https://doi.org/10.1093/elt/ccy010
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Henry Regnery Company.
- Duppenthaler, P. M. (2002). The effect of three types of written feedback on student motivation. JALT Journal, 24, 130–154. https://doi.org/10.37546/JALTJJ24.2-2
- Duppenthaler, P. (2004). A study of the effect of three different types of feedback on writing: Part 3—Discussion and conclusions. https://www.tezuka-gu.ac.jp/libresearch/kiyo/rTEZUKAYAMAGAKUIN-UNI/r40PDF/r40Duppenthaler.pdf
- Feng, K., Zhao, X., Liu, J., Cai, Y., Ye, Z., Chen, C., & Xue, G. (2019). Spaced learning enhances episodic memory by increasing neural pattern similarity across repetitions. Journal of Neuroscience, 39(27), 5351–5360. https://doi.org/10.1523/JNEUROSCI.2741-18.2019
- Foster, M., & Garrido-Gutiérrez, M. (2024). Reflecting on equitable grading practices in the world language classroom. The French Review, 98(2), 113–120. https://doi.org/10.1353/tfr.2024.a947605
- Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
- Gleeson, J., & Fletcher, G. (2022). Indigenous perspectives on inclusive assessment: Knowledge, knowing and the relational. In R. Ajjawi, J. Tai, D. Boud, & T. Jorre de St Jorre (Eds.), Assessment for inclusion in higher education (pp. 41-51). Routledge.
- Gottlieb, M. (2016). Assessing English language learners: Bridges to educational equity (2nd ed.). Corwin.
- Gottlieb, M., & Ernst-Slavit, G. (2019). Promoting educational equity in assessment practices. In L. C. Oliveira (Ed.), The handbook of TESOL in K–12. TESOL Press. https://doi.org/10.1002/9781119421702.ch9
- Harmer, J. (2007). The practice of English language teaching. Pearson Longman.
- Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., Boud, D., Rotsaert, T., Brown, S., Salinas Salazar, M. L., & Rodríguez Gómez, H. M. (2020). The future of assessment in higher education. Revista Electrónica de Investigación y Evaluación Educativa, 26(1), 1–6. https://doi.org/10.7203/relieve.26.1.17323
- Jankowski, N. A., & Baker, G. R. (2023). Demanding space for equity in the assessment of student learning. Change: The Magazine of Higher Learning, 55(4), 4–10. https://doi.org/10.1080/00091383.2023.2213569
- Kandel, E. R., Schwartz, J. H., Jessell, T. M., Siegelbaum, S. A., & Hudspeth, A. J. (2012). Principles of neural science (5th ed.). McGraw-Hill.
- Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327
- Lantolf, J. P., Poehner, M. E., & Thorne, S. L. (2020). Sociocultural theory and L2 development. In B. VanPatten, G. D. Keating, & S. Wulff (Eds.), Theories in second language acquisition (3rd ed., pp. 223–247). Routledge. https://doi.org/10.4324/9780429503986
- Li, P., Legault, J., & Litcofsky, K. A. (2014). Neuroplasticity as a function of second language learning: Anatomical changes in the human brain. Cortex, 58, 301–324. https://doi.org/10.1016/j.cortex.2014.05.001
- Maier, U., & Klotz, C. (2022). Personalized feedback in digital learning environments: Classification framework and literature review. Computers and Education: Artificial Intelligence, 3, 1–13. https://doi.org/10.1016/j.caeai.2022.100080
- Maleki, A. (2025). Towards a more equitable education: A lens into EFL teachers’ pedagogical barriers in online assessments. International Journal of Lifelong Education, 44(2), 186–205. https://doi.org/10.1080/02601370.2024.2438127
- Matsumoto, K. (1996). Helping L2 learners reflect on classroom learning. ELT Journal, 50(2), 143–149. https://doi.org/10.1093/elt/50.2.143
- Montenegro, E. (2021). Focus on students and equity in assessment to improve learning. In N. A. Jankowski, G. R. Baker, K. Brown-Tess, & E. Montenegro (Eds.), Student-focused learning and assessment: Involving students in the learning process in higher education (pp. 187–209). Peter Lang Publishing.
- Oliver, G. P., & Gregory, K. M. (2024). Integrated performance assessments: Providing equitable instruction and assessment for ELLs/MLLs. TESOL Quarterly, 58(4), 1815–1830. https://doi.org/10.1002/tesq.3324
- Ozcelik, H. N., Van den Branden, K., & Van Steendam, E. (2023). Listening comprehension problems of FL learners in a peer interactive, self-regulated listening task. International Journal of Listening, 37(2), 142–155. https://doi.org/10.1080/10904018.2019.1659141
- Pérez-Segura, J. J., Ruiz, R. S., González-Calero, J. A., & Cózar-Gutiérrez, R. (2022). The effect of personalized feedback on listening and reading skills in the learning of EFL. Computer Assisted Language Learning, 35(3), 469–491. https://doi.org/10.1080/09588221.2019.1705354
- Peters, E. (2014). The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations. Language Teaching Research, 18(1) 75–94. https://doi.org/10.1177/1362168813505384
- Rachmadheani, F., Nuraini, K., & Laili, A. (2025). Exploring oral personalized feedback affects the improvement of English-speaking proficiency. Journal La Sociale, 6(3), 860–872. https://doi.org/10.37899/journal-la-sociale.v6i3.1718
- Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
- Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2013). Motivation in education: Theory, research, and applications (4th ed.). Pearson.
- Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford Publications.
- Soni, S., & Tata, M. S. (2021). Brain electrical dynamics in speech segmentation depends upon prior experience with the language. Brain and language, 219, 1–16. https://doi.org/10.1016/j.bandl.2021.104967
- Thornbury, S. (2006). How to teach vocabulary. Pearson Education India.
- Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35, 1–35. https://doi.org/10.1007/s10648-023-09767-9
- von Grebmer zu Wolfsthurn, S., Palbos Robles, L., & Schiller, N. O. (2021). Cross-linguistic interference in late language learners: An ERP study. Brain and Language, 221, 1–16. https://doi.org/10.1016/j.bandl.2021.104993