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Chapitre D'ouvrage Année : 2017

Contributions of online tutoring for written production in a telecollaborative system

Résumé

As they have brought about a transformation in the relation- ship to the written word, digital tools cannot be ignored in the teaching of written work. Information and communication technologies (ICT) promote an authenticity of communicative practices. Written production tasks based on digital tools lead the learners to write for addressees other than the teacher. What can the role of the teacher or tutor be when the written productions are based on digital tools? Various studies show that scaffolding plays a fundamental role. This chapter deals with the role of the tutor in a written production task based on digital tools. We propose to study a telecollaborative project between 25 tutors enrolled in a Master’s degree in Paris to become French language teachers and 13 undergraduate students learning French in Hong Kong. Each group includes two tutors for one learner. The exchanges are built around a writing project using new technologies, a blog dedicated to student life in Paris and in Hong Kong. The learners first read an account written by one of their tutors on a theme about student life in France; then they write an account on the same theme about student life in Hong Kong. The texts, in which the participants talk about their experi- ences, are published on the blog, thus highlighting the social dimension of the project. They are also aimed at serving as models for the learners’ productions. Our research question deals with the tutors’ scaffolding. To what extent does the tutoring help in the learners’ written production? To answer this question, we study the accounts written by the learners and tutors, the instructions given by the tutors, as well as the questionnaires filled in by the learners and the reflective assessments written by the tutors at the end of the project. The analysis of the corpus shows that the leaners’ reading of accounts written by the tutors provides support for the production of their own accounts. By writing articles and revealing things about themselves, the tutors encourage the learners to produce autobiographical texts. The tutors personal - ize the tasks, guide the learners’ written production, adapt to fit their interest, and introduce a suitable progression. The learners use in their productions ideas, themes, and expressions similar to those that appear in the tutors’ accounts. Thus, the study highlights how the tutors’ commitment to their productions can encourage the learners’ involvement in their own produc- tions.
Parce qu’elles ont provoqué une transformation de notre approche de l’écriture, les technologies multimédia ne peuvent être ignorées quant il s’agit de l’enseignement de la produc- tion d’écrit. En effet, les technologies de l’information et de la production peuvent encourager des pratiques authentiques de communication. Grâce au recours à des outils numériques, les apprenants peuvent être incités à écrire pour un autre lecteur que leur enseignant. Quel est alors le rôle du formateur ou du tuteur lorsque la production écrite se fonde sur la technologie numérique ? Diverses études montrent que dans ce cas, le rôle de l’étayage est capital. Dans cette contribution, nous nous intéressons à l’étayage des tuteurs dans un projet de télécollaboration entre 25 tuteurs inscrits en Master de didactique du français langue étrangère à Paris et 13 apprenants de français inscrits en Licence à Hong Kong. Les échanges s’articulent autour d’un projet d’écriture mobilisant les nouvelles technologies : un blog consacré à la vie étudiante à Paris et à Hong Kong. Les tâches sont personnal- isées par les tuteurs qui guident la production des apprenants, s’adaptent à leur intérêt et élaborent une progression adaptée. En rédigeant eux-mêmes des témoignages et en acceptant de se dévoiler, les tuteurs encouragent les apprenants au récit autobiographique. On peut ainsi observer dans les produc- tions des apprenants les effets du tutorat à travers la reprise de thématiques et d’expressions.
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Dates et versions

hal-01933982 , version 1 (25-11-2018)

Identifiants

  • HAL Id : hal-01933982 , version 1

Citer

Catherine Muller. Contributions of online tutoring for written production in a telecollaborative system. Plane, Sylvie. Research on Writing: Multiple Perspectives. International Exchanges on the Study of Writing, The WAC Clearinghouse; CREM, pp.401-413, 2017. ⟨hal-01933982⟩

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