Rétroaction par les pairs par l'entremise de blogues : Perceptions et pratiques d'étudiants universitaires avancés d'anglais langue seconde

Loiselle, Mathieu (2023). Rétroaction par les pairs par l'entremise de blogues : Perceptions et pratiques d'étudiants universitaires avancés d'anglais langue seconde. (Mémoire de maîtrise). Université du Québec en Abitibi-Témiscamingue. Repéré dans Depositum à https://depositum.uqat.ca/id/eprint/1569

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Résumé

This multi-case study investigates the perceptions and practices of blog-mediated peer feedback in the context of an academic writing class of advanced ESL adult learners. The study aims to examine the linguistic errors commonly made by these learners, explore how they provide feedback to their peers through blogs, analyze their responses to the feedback received, and investigate their perceptions of this feedback approach.
The study was conducted at a francophone Canadian university, in the context of a mandatory academic writing course within the Teaching English as a Second Language (TESL) program. The study follows a multiple-case study design combining qualitative and quantitative data collection methods, including analysis of written productions, blog-mediated peer feedback, semi-structured interviews, and a demographic questionnaire. The findings highlight that sentence structure and spelling are the most frequent error types among advanced adult ESL learners. Furthermore, they reveal that the predominant feedback type preferred by these learners is direct error correction with comments, followed by direct error correction without comments. In terms of their revisions learners not only aligned these with their peer comments but also made correct substitutions. As for learners’ perceptions, although all the participants showed a positive attitude towards blog-mediated peer feedback, emphasizing its user-friendliness and convenience, some learners expressed concerns about their peer’s competence to provide feedback. The results of this study contribute to the understanding of the benefits and challenges of using blog-mediated peer feedback as a pedagogical tool in ESL writing classrooms. Furthermore, it provides valuable insights for instructors of advanced ESL learners in higher education regarding the types of errors their students tend to make when writing in academic contexts as well as how they integrate the feedback provided by their peers.

Type de document:	Thèse ou mémoires (Mémoire de maîtrise)
Directeur de mémoire/thèse:	Lira-Gonzales, Maria-Lourdes
Mots-clés libres:	Multi-case study, Written Corrective Feedback, Blog-mediated peer feedback, ESL adult learners, Advanced ESL learners, Feedback perceptions, Feedback practices
Divisions:	Éducation > Maîtrise sur mesure
Date de dépôt:	07 juin 2024 15:12
Dernière modification:	07 juin 2024 15:12
URI:	https://depositum.uqat.ca/id/eprint/1569

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