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Cet article traite des effets de la participation à un projet intégrant les Technologies de l'Information et de la Communication (TIC), sur l'évolution de la production orale en Langue 2 (L2). Plus précisément, notre recherche trouve son ancrage dans un projet collectif de création multimédia, mené entre des stagiaires de l'IUFM de Paris et des étudiants du King's College de Londres.Le scénario de formation tel qu'il a été proposé est d'abord analysé d'un point de vue théorique, sous l'angle de la tâche. La seconde partie est consacrée à l'évaluation de la production orale des stagiaires, en amont et en aval de la formation. L'étude se centre ensuite sur l'impact du phénomène de nativisation au niveau phonologique, compte tenu du fait que les échanges entre les partenaires ont été limités au courriel, et donc à un input écrit. Les résultats obtenus sont susceptibles de servir d'autres dispositifs de formation reposant sur la communication médiée par ordinateur, qui auraient pour objectif d'améliorer la production orale des apprenants.

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Despite the spread of reliable desktop audio and videoconferencing facilities, some CMCbased projects still rely on asynchronous written environments, if only because of the temporal constraints of synchronicity (Guichon, 2009;Develotte, Guichon & Vincent, 2010). Yet speaking is usually the skill students most need to improve when learning a second language (L2). This paper therefore sets out to measure the impact of distant written exchanges between Native Speakers (NS) and Non Native Speakers (NNS) on the development of NNS L2 oral output, focusing specifically on the effect of phonological nativisation. The context of this study is a teacher training programme for future primary school teachers in France. During their L2 course aiming to help them improve their mastery of English, they were given the opportunity to take part in a CMC-based project with PGCE (Postgraduate Certificate in Education) students from King's College, London. Action research was thus carried out to examine the potential of this project in the development of the participants' L2 oral output. The L2 course being task-oriented, the trainee teachers' L2 oral output was evaluated by means of pre-and post-tests based on tasks. The results show that stability prevails over progress, which is in keeping with the fact that interlanguage development is a long process (Chapelle, 2003: 119). The results also confirm the importance of phonological nativisation when learners have access only to written authentic input.

In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.