[ACLA-CAAL] RAPPEL : Association canadienne pour l’évaluation des langues/Canadian Association for Language Assessment -- Series événments ACÉL 2022 ONLINE EVENT SERIES

[Shahrzad Saif]

Chers collègues/Dear colleagues,
La dernière présentation de la série en ligne ACÉL aura lieu ce vendredi, 20 mai, comme prévu. Veuillez trouver ci-dessous le titre et un court résumé de la présentation.

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.

Au nom du conseil d'administration de l’ACÉL,

Shahrzad Saif
Présidente, ACÉL


Friday, May 20/Vendredi 20 mai 2022 (13h00-14h00)
https://ulaval.zoom.us/j/67119501688?pwd=TFYzL0dWVXFMR0NEa3dKVDE1aGlidz09<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>
Meeting ID: 671 1950 1688
Passcode: 238452

13:00-14:00
Contextual and learner factors mediation in French second language learners’ engagement with written corrective feedback: A case study from an ecological perspective
Maria-Lourdes Lira-Gonzales, Université du Québec en Abitibi-Témiscamingue

Abstract:
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).
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).
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.
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.
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