Pratiques (numériques) de rétroaction corrective des enseignants de langue et prototype d'outil numérique pour les optimiser

Abstract

This article describes a formative research and development project that focuses on language teachers' (digital) written corrective feedback (WCF) practices and the design of a digital tool that aims to optimize them. The article begins with an overview of the concept of WCF and the empirical studies that have examined WCF from the teachers' perspective. It then presents the highlights of two surveys, pre (n = 25) and pandemic (n = 17), of language teachers' (digital) WCF practices. The results show that WCF is an important and tedious task for teachers who tend to provide comprehensive and form-oriented WCF. They also show some digital practices in place before the pandemic, mainly related to the use of word processing software, which the pandemic has amplified. Finally, they validate the functions proposed for our tool which allows the teacher to develop annotation grids, to annotate texts and to obtain statistics on linguistic performance, especially lexical performance. We briefly present this tool by highlighting its affordances for WCF. We conclude by announcing the next steps for the project.

Keywords

• feedback
• research and development
• competencies
• writing
• practice
• pandemic