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<p class="MsoNormal"><span lang="FR-CA">Chers collègues/Dear colleagues, <o:p></o:p></span></p>
<p class="MsoNormal"><span class="jlqj4b"><span lang="FR">La dernière présentation de la série en ligne ACÉL aura lieu ce vendredi, 20 mai, comme prévu.</span></span><span lang="FR">
<span class="jlqj4b">Veuillez trouver ci-dessous le titre et un court résumé de la présentation.</span>
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<p class="MsoNormal">The final presentation in CALA online series will take place this Friday, May 20. Please find below the title and a short abstract of the presentation.
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<p class="MsoNormal"><span lang="FR-CA" style="color:black">Au nom du conseil d'administration de l’ACÉL,</span><o:p></o:p></p>
<p class="MsoNormal"><b><span lang="FR-CA"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span lang="FR-CA" style="color:black">Shahrzad Saif</span><o:p></o:p></b></p>
<p class="MsoNormal"><b><span lang="FR-CA" style="color:#4D4D4D">Présidente, ACÉL</span><o:p></o:p></b></p>
<p class="MsoNormal"> <o:p></o:p></p>
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<p class="MsoNormal"><b><i><span lang="EN-US" style="font-family:"Calibri Light",sans-serif">Friday, May 20/Vendredi 20 mai 2022 (13h00-14h00)</span></i></b><o:p></o:p></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family:"Calibri Light",sans-serif"><a href="https://can01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fulaval.zoom.us%2Fj%2F67119501688%3Fpwd%3DTFYzL0dWVXFMR0NEa3dKVDE1aGlidz09&data=04%7C01%7Cshahrzad.saif%40lli.ulaval.ca%7C8b9a7c54778545417e9608da194a0e97%7C56778bd56a3f4bd3a26593163e4d5bfe%7C1%7C0%7C637850103659165629%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=wZk4Nskwn4%2Fr0PsAhwt4CmkM6m7ys4%2FlkDFn6RmeGlg%3D&reserved=0">https://ulaval.zoom.us/j/67119501688?pwd=TFYzL0dWVXFMR0NEa3dKVDE1aGlidz09</a></span><o:p></o:p></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family:"Calibri Light",sans-serif">Meeting ID: 671 1950 1688</span><o:p></o:p></p>
<p class="MsoNormal"><span lang="EN-US" style="font-family:"Calibri Light",sans-serif">Passcode: 238452</span><o:p></o:p></p>
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<p class="MsoNormal"><i><span lang="EN-US" style="color:black">13:00-14:00</span></i><span lang="EN-US"><o:p></o:p></span></p>
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<p class="MsoNormal"><b><span lang="EN-US" style="color:black">Contextual and learner factors mediation in French second language learners’ engagement with written corrective feedback: A case study from an ecological perspective</span></b><b><span lang="EN-US"><o:p></o:p></span></b></p>
<p class="MsoNormal"><i><span lang="EN-US" style="color:black">Maria-Lourdes Lira-Gonzales, Université du Québec en Abitibi-Témiscamingue</span></i><i><span lang="EN-US"><o:p></o:p></span></i></p>
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<p class="MsoNormal"><b>Abstract:<o:p></o:p></b></p>
<p class="MsoNormal">Within the context of L2 writing, learner engagement with feedback has elicited significant theoretical and empirical interest (e.g., Zhang & Hyland, 2018; Zheng & Yu, 2018). Contextualized studies have consistently reported the dynamic
and multifaceted nature of learner engagement with written corrective feedback (WCF), but the ways in which learner and contextual factors impact such engagement with WCF in authentic classrooms are still underexplored (Han, 2019). Furthermore, little is known
about how L2 learners engage with WCF from an ecological perspective, which considers humans as organisms interrelated with their surrounding environments (Bronfenbrenner,1993; van Lier, 2000).
<o:p></o:p></p>
<p class="MsoNormal">Adopting an ecological perspective, this study will analyze the ways learner and contextual factors influence French second language learners’ affective, cognitive and behavioural engagement with written corrective feedback on linguistic
errors in a Canadian francophone setting (Quebec). <o:p></o:p></p>
<p class="MsoNormal">Participants in this study were five adult students registered in the francization program (level 4), all males from Philippines and their FSL teacher. Data were collected over 8 weeks from multiple sources, including students’ drafts with
written feedback, semi-structured interviews, retrospective verbal reports, and other class documents.
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<p class="MsoNormal">Findings show that learner and contextual factors influence learners’ affective, cognitive, and behavioural engagement with WCF. For example, the feelings and emotions upon receiving WCF expressed by the participants were mediated by contextual
factors such as: job schedules, immigration status or job requirement. As for cognitive engagement, the choice of the cognitive and meta-cognitive strategies responds to learner and contextual factors as well. For instance, one participant reported that the
teacher had a “nice heart” but that he was shy to ask her questions when he found WCF confusing. Finally, in terms of behavioural engagement, the fact that Internet tools and resources were accessible in the instructional context allowed students to use them
during the revision process; however, one of the participants acknowledged to be “lazy enough” to use the available resources in internet and asking the teacher instead. This shows that the instructional level of context is also mediated by the learners’ characteristics.<o:p></o:p></p>
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