Analyse des feedback correctifs dans un projet de télécollaboration asynchrone entre futurs enseignants et apprenants de FLE. Linguistique

Abstract

In an asynchronously telecollaborative project, any communication between the participants is mediated by the computer via an online platform. Within the framework of the project "le français en (première) ligne", tutor trainees tutored Cypriot distance learners for ten weeks. This tutoring consisted in designing and in animating tasks for the distance learners. Tutors supported learners while they were fulfilling those tasks, and provided them with corrective feedback. During the corrective process, tutors adopted various types of corrective feedback according to the device's specificities. This research focuses on the analysis of these corrective practices by taking into account the question of the learner's autonomisation and by examining the socio-cognitive and socio-emotional relation established between tutors and learners.