De l’intérêt de synchroniser la motivation et l’agentivité pour amender les compétences communicatives orales en contexte technologique
DOI:
https://doi.org/10.70091/Atras/vol06no02.23Keywords:
agentivité, apprenant actif, exposé oral, motivation, performance communicativeAbstract
Dans cet article, nous évaluons l’impact de la motivation sur la détermination du degré d’agentivité chez douze apprenants universitaires de profil scientifique et technique, inscrits en 1ʳᵉ année à l’École Nationale Supérieure de Technologie et d’Ingénierie d’Annaba en Algérie, en nous centrant sur leurs performances orales et communicatives. L’échantillon est composé de six étudiants de niveau A2 en production orale, ayant reçu un thème imposé pour leur examen oral, et de six autres, de même niveau, ayant pu choisir librement leur sujet. Les données ont été collectées à partir d’une grille d’évaluation et d’un questionnaire post-expérimentation visant à évaluer et analyser leur ressenti par rapport à leur performance et à leur degré d’implication dans l’exercice oral. À la suite d’une analyse réalisée selon une approche mixte (qualitative et quantitative), les résultats montrent que les étudiants ayant pu choisir leur sujet ont manifesté un engagement plus fort, une meilleure fluidité, et une attitude plus positive face à l’exercice. Ces résultats ouvrent la voie à de nouvelles perspectives didactiques visant à accorder plus d’autonomie aux apprenants dans le choix des tâches orales, tout en mettant en place un cadre structurant leur engagement et leur motivation.
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