Favoriser l’autonomie et l’autorégulation chez les élèves à travers la collaboration

Abstract

Developing autonomy and self-regulation in learners through collaborative projects is essential if we want them to develop the necessary competencies to succeed in society. This mixed approach research (quantitative and qualitative) was done in a collaborative action research setting. Central to this study is the analysis of the effects of collaboration on the teacher and the students on autonomy and self-regulation and also, as a consequence, on the abilities of students to be competent writers. This study responds to a growing need to know more about collaboration and co-construction of projects between the teacher and the students, as well as between the students themselves. The research also responds to the need to know more about how these competencies can be developed in English language learners in a francophone minority setting. This project acknowledges the importance of recognizing the diverse needs of students, whether these needs are cultural or because of their differences as learners. The project also confirms that, in order to permit learners to become autonomous learners who have a sense of agency, we must grant a larger role to collaboration and the active participation of learners in their own process of learning in the classroom.