Étude comparative de l’impact de la boîte à outils pédagogique sur la production écrite chez les apprenants de première et troisième année moyenne

Abstract

This study is part of the field of French as a Foreign Language (FFL) teaching in Algeria. It investigates the impact of the pedagogical toolbox on improving written production among first- and third-year middle school students. Learners often face difficulties related to limited vocabulary, poor organization of ideas, and linguistic errors. The pedagogical toolbox is considered a support tool that facilitates the writing process and helps learners produce better texts. The research is based on an experimental study conducted in middle schools in the province of Aïn Témouchent, as well as a questionnaire addressed to French teachers. The findings reveal that the use of the pedagogical toolbox enriches learners’ vocabulary, improves the coherence of written texts, and increases their motivation toward writing activities. Therefore, this tool can be regarded as an effective strategy for developing writing skills in FFL classrooms.