Étayage en ligne et développement de la conscience métacognitive

Abstract

The following article describes a case study based on a telecollaboration between two groups of learners studying French as a second/foreign language. Supported by Activity Theory and the notion of scaffolding, we seek to analyse whether collaborative activities between peers may contribute to the development of metacognitive strategies. We collected data at a Canadian university where participants were asked to offer feedback to their Brazilian peers on written productions through synchronous videoconference interactions. Our analysis of recorded interactions identified specific scaffolding strategies used by the Canadian students to perform the task. Our discussion offers recommendations for the design of telecollaborative environments.

Keywords

• online interaction
• metacognition
• videoconferencing
• telecollaboration
• scaffolding