Technopedagogical Making Workshop and Writing/ Programming
Atelier technopedagogique de making et d’ecriture/programmation
Soughati N. El Hadi K. Flyura A.
2025Slovenska Vzdelavacia Obstaravacia
XLinguae
2025#18Issue 1153 - 169 pp.
This article explores the impact of technopedagogical workshops, specifically the use of Scratch software, on the writing skill in French of Moroccan middle school students. Written production, while fundamental in the school curriculum, presents major challenges, especially regarding motivation and competency. The authors implemented writing and programming workshops to encourage active student participation in their written tasks. The article focuses on writing skill assessment. It highlights that the use of digital tools, such as Scratch, can enhance students skills and involvement by fostering collaborative learning and promoting autonomy. The experiment revealed that students were more engaged both in-class and remotely, showing a significant increase in creativity and group work capacit y. The writing project allowed students to improve their writing skills while developing better technological proficiency. The results demonstrate improvements in the quality of written productions. The authors conclude that integrating technology into writing education can have beneficial effects on students engagement, motivation, and academic performance.
collaborative learning , French , Scratch , technopedagogy , writing skill , written production
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Department of French Language and Literature, Faculty of Letters and Arts University Ibn Tofail, Kenitra, Morocco
Laboratory of Literature Arts and Pedagogical Ingeneering University Ibn Tofaïl, Kenitra, Morocco
L. N. Gumilyov Eurasian National University, Kazhymukan Street, 11, Astana, 010000, Kazakhstan
Department of French Language and Literature
Laboratory of Literature Arts and Pedagogical Ingeneering University Ibn Tofaïl
L. N. Gumilyov Eurasian National University
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