Correction, annotation des copies et pratiques enseignantes en contexte de français langue seconde

Abstract

This study analyzes the annotation practices in a sample of 182 argumentative essays from French as a Second Language (FSL) classes in Tunisia, supplemented by a survey of 50 10th-grade students. The analysis reveals a predominance of the “Guardian of the Code” stance. Teachers focus primarily on linguistic correction (spelling, syntax) at the expense of text structure. The annotations are predominantly judgmental, pointing out errors without offering clear strategies for improvement. The study also highlights the influence of timing. In the context of summative assessment (Final Exam), the paper is treated as a final product; annotations often disappear (39% of cases) in favor of the grade alone. In formative assessment (Quiz), the teacher adopts the “Naive Reader” or “Editor” roles: the teacher engages in dialogue with the student or directly corrects the error to produce a compliant final product. Although 84% of students view the comments positively, a disconnect remains. While they acknowledge the importance of the grading rubric (96%), they reject the “Judge” role and overwhelmingly call for a “Mentor” role. They want explicit corrections, rewriting advice, and encouragement to overcome their linguistic insecurity. In conclusion, the study recommends making correction codes more transparent and integrating rewriting into classroom instruction to transform annotation into a genuine tool for learning.