| raised vigorous debates. Admittedly, their competencies show deficiencies. Indeed, reports by the Ministry of Education (Jalbert, 2006; Ouellet, 1984) and research, both scientific and governmental (Bureau, 1985; Groupe DIEPE, 1995; Roberge, 1984), reveal their incapacity to appropriate the writing process. ICT might well be part of the solution : it is a well-known fact that they encourage scholastic achievement in certain contexts (Barayktar, 2001; Christmann & Badgett, 2003; Waxman, et al., 2003). However, do they modify the writing process so as to facilitate its learning? This question is at the heart of the current research project. Writing process models, such as those of Hayes and Flower (1981; 1995; 1980), remind us that ICT are a part of the Context component; as such, they influence the quality of the texts as much as cognitive processes and motivation. They unburden the cognitive process by taking on certain functions such as calligraphy (Daiute, 1983). Consequently, the writer may concentrate on more complex tasks. Meta-analyses (Bangert-Drowns, 1993; Goldberg, et al., 2003) show that the use of word processors has a small yet statistically significant effect on the quality of writing. That being said, they are mainly linked to surface changes (Faigley & Witte, 1981; Figueredo & Varnhagen, 2006). Research projects that explore the impact of word processors on the writing process and its various dimensions simultaneously are rare, even more so since the last twenty years. To satisfy this research gap, the present thesis aims at 1) measuring ICT effect upon the quality of writing; 2) describe ICT impact on the cognitive processes of translating and reviewing; 3) measure ICT impact on motivation to write. To this objective, we utilize a mixed methodology. On one hand, a quasi-experimental design allows for a comparison of technological writers to traditional writers; on the other, a qualitative approach provides access to the thoughts and perceptions of computer users.;The three articles that constitute the heart of this thesis relate the results pertaining to the stated research objectives. In the first text, we measured the effects of word processing on the quality of writing. The statistical analysis of the dataset allowed us to observe an improvement in spelling, but not grammatical spelling. In comparison, students of the control group showed improvements in their texts' logical coherence and grammatical orthography. The second article intends to shed light on these results. The impact of ICT on the cognitive processes of translating and reviewing is studied to that effect. This aspect, which is based on a qualitative approach, is largely based on video observation. First, are highlighted the many errors committed when word processing is used. Then, is underlined the poor use of spell checking tools, that oftentimes provide inappropriate diagnostics or that are simply ignored by users. However, group interviews have shown positive perceptions vis-a-vis ICT, despite their poor use. Indeed, they are considered motivating and their benefits, although recognized, do not seem to have an impact. The motivating factor is at the heart of the last article, which measures the impact of writing methods on the motivation to write. A quantitative analysis is used to that effect. The participants' demonstrates that technological students are intrinsically motivated by ICT, whereas their peers of the control group are amotivated. In the concluding chapter, we put theses results in relation with one another so as to explain the impact of ICT on the writing process as a whole. Lastly, we hope to provide possible recommendations to practitioners and decision makers within the educational system.;Keywords : word processing, quality of writing, writing process, cognitive processes, revision, motivation... |
PDF Full Text Request