L2 French students' conversations during interactive writing tasks and their interaction mindset

• Kim McDonough ^[1] ; Ahlem Ammar ^[2] ; Amal Sellami ^[2]
  1. [1] Concordia University

     Concordia University

     Canadá

     
  2. [2] University of Montreal

     University of Montreal

     Canadá

     
• Localización: Foreign language annals, ISSN 0015-718X, Vol. 55, Nº. 1, 2022, págs. 222-236
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students (N = 51) in three, high-intermediate/low-advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing tasks during a 13-week semester. Each class was randomly assigned to one type of interactive writing task: interactive planning (i.e., interaction during the planning phase only), interactive revision (i.e., interaction during the revision phase only), or collaborative writing (i.e., interaction during planning, writing, and revision phases). Their conversations were audio-recorded, and transcripts were coded in terms of what they had talked about: content, organization, language, and other (i.e., task management, reading/rereading, and off-task talk). Pearson's correlations indicated that the students' interaction mindset had a positive relationship with language and a negative relationship with content. Suggestions for instructors with an interest in interactive writing tasks are provided.