L’évaluation par les pairs et le feedback vidéo : un dispositif pour développer l’autorégulation et la régulation par partage social en cours de langue
Résumé
Peer assessment can help increase the use of metacognitive strategies and
self
-
regulated
learning.
This exploratory study aimed to examine metacognitive
activity during a peer learning
activity with video feedback in a higher education language class setting. A discourse analysis
of self
-
confrontation interview data revealed substantial use of self
-
regulatory strategies and
strategies for socially shared r
egulation of learning. These
preliminary
results indicate the
potential for training systems based on video feedback used in conjunction with peer assessment
and collaborative learning in order to develop metacognition in language learners.