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.