Conception d'un dispositif d'aide à la rédaction en FLE par incitations et socialisation

摘要

This study falls within the field of computer-assisted language learning and examines various software aids that can facilitate writing activities in French as a Foreign Language. The theoretical framework draws on both textual linguistics (in particular, Adam) and work focusing on learners' writing processes, particularly among second-year undergraduates, as well as on the task-based approach in language learning theory. The research field is composed of Thai students in the French Section at Chiang Mai University in Thailand, with a B1 to B2 level in French. The set of writing aids was organised using the online learning platform Moodle, allowing, on the one hand, the presentation of content and, on the other, peer feedback via the platform's forum. Within this study, the writing aid software Scribplus was also tested. This application, which is an Internet version of 1990s off-line software programs (Scrivere con Word Prof, Gammes d'écriture), aims to develop learners' competence in textual production by using a series of prompts that lead to the generation of a draft text. During an initial phase, the whole set of aids (Moodle, Scribplus, instructions, textual materials) was implemented and data was collected; these data were then analyzed with a view to improving the system. A second experiment was then possible, in which certain parameters were changed, in particular Scribplus's prompts and the reading-writing link. These analyses were mainly qualitative and based on Scribplus's prompting system and on semi-structured interviews with the students, as well as on their written productions and the feedback that they left on the forum. The aim was to identify the benefits and limitations of the set of writing aids in order to suggest a certain number of improvements. This research can therefore be qualified as action research, or even as development research.