Abstract:
Our research aims to explore the effect of the management of group work on the
development of the writing skills for middle school learners. This is to check how
teachers organize and manage this way of working in order to lead learners to engage
objectively and effectively in the drafting task.
In order to carry out our experimentation, we have chosen to implement three tools of
investigation: the questionnaire intended to teachers and learners, the observation of
the various group works carried out in class and also qualitative and quantitative
analyses of the students' written productions.
Our research across the entire corpus has shown that group practice and its functioning
method differ from a teacher to another. Indeed, groups that were formed according to
students’ affinities and the heterogeneity of their skill level are more stimulated and
motivated than those that were composed according to the students' location proximity
or in a random way.
Our study has also allowed us to note that the good management of an editorial work
does not depend only on the conduct of the interactions which must take on several
meanings (pupil-student, pupil-group, pupil-teacher), but also on their quality which
must touch different dimensions of the scriptural competence.
Finally, our experiment has confirmed that when the teacher plays a directive role risks
blocking the students’ autonomy and limits their interventions. However, if they are
motivated to get involved in the work and exchange ideas, they will cooperate and
assist each other positively which will help to achieve the outlined objectives.
