Attentional Strategies in the Service of Written Competence in FFL Case study in an Algerian School Context (3rd Year Foreign Languages)

Abstract

Mastery of written production in French as a foreign language remains one of
the most persistent challenges for Algerian high school students in the Foreign
Languages sector. This article focuses on one of the fundamental pillars highlighted by
neuroeducation: attention. Through a quasi-experimental protocol carried out with two
groups of 30 3rd year learners (a control group, an experimental group) in an Algerian
high school, we examine to what extent the integration of attentional strategies during
the teaching-learning of FLE significantly and sustainably improves the quality of
written productions. The results reveal a difference of 2.12 points between the pre-test
and the final test (Pre-T: 9.18/20; Post-T: 11.30/20), confirming the effectiveness of the
neurodidactic device. Beyond the scores, a profound transformation of learners' writing
posture emerges: from inhibition and cognitive overload to fluency and active
metacognition.