Effects of Self-Regulation Strategy Development on the Writing Performance of Francophone Teenagers

• In Event: 61.071 - Sheraton Roundtable Session 10 - Grand Centre
  In Roundtable Session: 61.071-11 - Multilingual Writers: Developing Critical Contexts for Writing Globally and Locally

Abstract

The objective of our study consists in analyzing the effects of SRSD (Self-Regulated Strategy Development) on the writing performance of students who used or not the word processor in French as the first language. 2690 students between 10 and 14 produced a narrative text before the training offered to teachers (pretest) and six months later (posttest). The results show that students aged 12 to 14 who followed the SRSD perform better than students in the control groups. Direct teaching contributes to the improvement of relevance and organization of ideas, the most complex components of writing. If they performed better overall, the students who used the word processor perform less well on these criteria than those who used the paper-and-pencil.

Authors

• Erick Falardeau, Université Laval

• Pierre Valois, Université Laval

• Frederic Guay, Université Laval

• Daisy Pelletier

• Jessica Giannetti

• Grace Ngambo Domche