Modèle d’apprentissage contextuel basé sur le journal quotidien des étudiants comme support authentique pour améliorer la compétence en production écrite en français

Abstract

This study analyzes the implementation of a contextual learning model based on students’ daily journals as an authentic medium to develop writing competence in French. Quantitative results show that the average post-test score (63.77) did not exceed the pre-test score (71.04), and the difference was not statistically significant (p = 0.064). This lack of improvement is partly due to the fact that a considerable proportion of students (46.15%) still rely predominantly on artificial intelligence to write their journals, which limits the expected reflective process. On the qualitative level, however, the model demonstrates positive effects: the majority of students (80.77%) reported increased motivation to learn, stimulated by greater awareness of their weaknesses and by regular feedback from the instructor. Thus, although quantitative effectiveness is not yet confirmed in the first cycle, the model shows strong potential to enhance students’ motivation and critical reflection, in line with the principles of the action-oriented approach and Contextual Teaching and Learning.