Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants?
To cope with the growing diversity and linguistic heterogeneity of the student population at the University of Lorraine (UL), a self-directed English for (written) Academic Purposes course was designed in 2014 for the Master’s students of Didactique des langues/fle. Students can make progress at the...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2020-09-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/2622 |
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| _version_ | 1841546554188496896 |
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| author | Sophie Bailly Véronique Lemoine-Bresson |
| author_facet | Sophie Bailly Véronique Lemoine-Bresson |
| author_sort | Sophie Bailly |
| collection | DOAJ |
| description | To cope with the growing diversity and linguistic heterogeneity of the student population at the University of Lorraine (UL), a self-directed English for (written) Academic Purposes course was designed in 2014 for the Master’s students of Didactique des langues/fle. Students can make progress at their own pace and benefit from personalised support. To complete this course, the students must write a long scientific text in English, making use of self-regulated practices and a variety of resources made available to them on the UL course platform. These resources support, on the one hand, the building of new knowledge and skills needed to successfully complete the required task, and on the other hand, learner autonomy and self-regulation steeped in cognitive and affective dimensions. For the purposes of this study, we will analyse the design of the support system offered as well as its effects, by making use of assessment questionnaires provided at the end of the semester. Results indicate that although the students found the course difficult, the efficiency of the aid to support their engagement and adherence to the required task, which are important ingredients of self-regulation. Among the different kinds of aids offered, students prefer those that involve direct oral or written interaction with the teacher, such as one-to-one advisory sessions and the logbook. |
| format | Article |
| id | doaj-art-16d37531886548b887380a5b77a46d2c |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2020-09-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-16d37531886548b887380a5b77a46d2c2025-01-10T16:18:31ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272020-09-013610.4000/ripes.2622Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants?Sophie BaillyVéronique Lemoine-BressonTo cope with the growing diversity and linguistic heterogeneity of the student population at the University of Lorraine (UL), a self-directed English for (written) Academic Purposes course was designed in 2014 for the Master’s students of Didactique des langues/fle. Students can make progress at their own pace and benefit from personalised support. To complete this course, the students must write a long scientific text in English, making use of self-regulated practices and a variety of resources made available to them on the UL course platform. These resources support, on the one hand, the building of new knowledge and skills needed to successfully complete the required task, and on the other hand, learner autonomy and self-regulation steeped in cognitive and affective dimensions. For the purposes of this study, we will analyse the design of the support system offered as well as its effects, by making use of assessment questionnaires provided at the end of the semester. Results indicate that although the students found the course difficult, the efficiency of the aid to support their engagement and adherence to the required task, which are important ingredients of self-regulation. Among the different kinds of aids offered, students prefer those that involve direct oral or written interaction with the teacher, such as one-to-one advisory sessions and the logbook.https://journals.openedition.org/ripes/2622aide à l’apprentissage; rédaction scientifique en anglais lansad; apprentissage autodirigé avec soutien |
| spellingShingle | Sophie Bailly Véronique Lemoine-Bresson Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants? Revue Internationale de Pédagogie de l’Enseignement Supérieur aide à l’apprentissage; rédaction scientifique en anglais lansad; apprentissage autodirigé avec soutien |
| title | Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants? |
| title_full | Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants? |
| title_fullStr | Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants? |
| title_full_unstemmed | Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants? |
| title_short | Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants? |
| title_sort | apprendre a ecrire en anglais scientifique dans le secteur lansad en master quelles aides pour l autonomisation des etudiants |
| topic | aide à l’apprentissage; rédaction scientifique en anglais lansad; apprentissage autodirigé avec soutien |
| url | https://journals.openedition.org/ripes/2622 |
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