Les effets d’une posture plurilingue de l’écriture collaborative sur l’expérience émotionnelle d’apprenantes créolophones et la qualité de leurs productions écrites

Abstract

The purpose of this research was to determine, first, how a plurilingual or monolingual posture adopted during a collaborative writing task influences the emotional experience of Creole learners of French as a second language (FL2), and second, how this emotional experience interacts with the quality of the written production. To this end, 39 FL2 Creole-speaking learners collaboratively wrote texts under two experimental conditions: one imposing the exclusive use of FL2 during the collaborative activity and the other allowing free choice as to the languages to be used. After each task, participants individually answered a self-evaluation questionnaire to measure their emotional state while doing the task. In order to establish a relationship between the emotions experienced by the learners and their writing performance, the texts from both conditions were evaluated using an analytical rubric. The results showed that the participants experienced more positive emotions when they were free to use all their linguistic resources, including their native language (L1). Thus, their emotional experience was significantly more positive in the condition without linguistic constraints. While having access to L1 use contributed to a more positive learning climate, obligatory second language (L2) use was primarily associated with tension and anxiety. Also, participants who experienced positive emotions, regardless of the task, wrote better texts and scored highest on overall quality.

The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences

“…. This growing body of research suggests that while negative classroom emotions such as foreign language anxiety interfere with task-related cognitions, compromising learning and performance (Hewitt & Stephenson, 2012;Phillips, 1992;Zuniga & Simard, 2022), positive emotions enhance learning and performance through heightened cognitive and affective engagement (Couyavah & Zuniga, 2022;Dewaele & MacIntyre, 2014;MacIntyre & Gregersen, 2012;Simard & Zuniga, 2020).…”

“…While research on negative emotions and second language (L2) learning dates back nearly 50 years (Horwitz et al., 1986; Kleinmann, 1977), studies examining relationships between positive emotions and language learning have only recently come to the forefront (Dewaele & MacIntyre, 2014; Dewaele et al., 2018). This growing body of research suggests that while negative classroom emotions such as foreign language anxiety interfere with task‐related cognitions, compromising learning and performance (Hewitt & Stephenson, 2012; Phillips, 1992; Zuniga & Simard, 2022), positive emotions enhance learning and performance through heightened cognitive and affective engagement (Couyavah & Zuniga, 2022; Dewaele & MacIntyre, 2014; MacIntyre & Gregersen, 2012; Simard & Zuniga, 2020).…”