La correction de l’expression écrite, à la fois outil et objet d’apprentissage ? Comment la correction de l’expression écrite peut-elle apporter une plus-value dans les apprentissages des élèves ?

Though the correction of writing expression is necessary to learn a second language, ils efficiency can be questioned. In practice, teachers'corrections differ with each other due to its flexible definition. Most students don't learn from their essays and reproduce the same mistakes when correction is not tactically considered. Strategies have been advised by reseachers for a more efficient correction. However, do ther actually allow pupils to memorize linguistic norms and not to reiterate the same mistakes, integrating the correction in the revision phase? In an attempt to answer such a question, a guided self-correction that has been strategically prepared before having been implemented in class is tackled in this report. Also, the pupils have been surveyed before the experiment. The expected outcome is that the more the students correct their wrintings autonomously, the less the mistakes that they did in their intermediate task reappear in their final task. The learners who corrected their mistakes in autonomy would have better understood them. Hence, they would pay more attention to the corrections of their essays, integrating them in their revisions from now on. Nevertheless, these strategies would not be beneficial for every learner.