The Impact of Retrospective Evaluative Practice on Written Production in French-as-a-Foreign-Language (FLE) Classes Among 2nd Year Secondary Students

Abstract

This study is part of the field of French-as-a-Foreign-Language (FLE) Didactics, more
specifically within the domain of teaching written production. It aims to provide a
targeted response to the recurrent difficulties encountered by many students during
pedagogical evaluation and written production.
Some students are often unable to manage the pre-writing, writing, and post-writing
stages of text production, which constitutes a subtle obstacle. This lack of organization
clearly demonstrates a limited lexicon and an insufficient command of syntactic rules.
This is precisely why we chose to address the following topic: "The Practice of
Retrospective Evaluation in Written Production."
Our work is divided into two parts: a theoretical part and a practical part, through which
we seek to demonstrate the importance of retrospective evaluative practice in improving
written production activities.