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Motivation to write and collaboration via chat among struggling secondary school students

Marie-Ève Gonthier, Natalie Lavoie et Chantal Ouellet
Cet article est une traduction de :
Motivation à écrire et collaboration par clavardage chez des élèves du secondaire en difficulté [fr]

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The full-length version of this article (varia) is available at: https://journals.openedition.org/reperes/4395

Texte intégral

1Many students experience writing difficulties and have little motivation to write a text. If these difficulties are to be addressed, it is important to investigate what tools can be used to support them. Chat, which is very popular among adolescents, is still not frequently used in the classroom. The objective of this study is to describe the motivation to write of struggling secondary school pupils in special needs classes in Quebec during two writing tasks: a text written individually on a computer and a text written in collaboration using a chat platform during the planning and revision phases.

2Students (aged between 12 and 15) from four classes in different schools (40 in total) participated in the study. Students from two classes (from the same school) wrote the texts, while the students from the other two classes (from another school) supported them by chatting online during the planning and revision stages.

3In order to describe their motivation with regard to the two writing contexts (individual on a computer and in collaboration using the chat), the students who carried out the writing tasks completed a motivational questionnaire at the end of each task to assessing their sense of personal efficacy, their interest in the task and the value they attached to it; their proficiency, performance and avoidance goals; and what, for them, constituted success. A few open-response questions also allowed us to elicit their opinions of the tasks

4On the basis of the responses they provided, despite some differences for certain motivational variables, we cannot conclude that the students are more motivated in one writing context than in another. Nonetheless, their answers to the open-response questions relating to the two different contexts highlight that more of them enjoyed the writing task using the chat platform.

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Référence électronique

Marie-Ève Gonthier, Natalie Lavoie et Chantal Ouellet, « Motivation to write and collaboration via chat among struggling secondary school students »Repères [En ligne], 64 | 2021, mis en ligne le 14 mars 2022, consulté le 16 mai 2025. URL : http://journals.openedition.org/reperes/4709 ; DOI : https://doi.org/10.4000/reperes.4709

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Auteurs

Marie-Ève Gonthier

Université du Québec à Rimouski, Canada

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Natalie Lavoie

Université du Québec à Rimouski, Canada

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Chantal Ouellet

Université du Québec à Montréal, Canada

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Le texte seul est utilisable sous licence CC BY-NC-ND 4.0. Les autres éléments (illustrations, fichiers annexes importés) sont « Tous droits réservés », sauf mention contraire.

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