Problématique
Research is a rigorous intellectual activity that enables scholars to deepen their understanding of a specific topic by synthesizing information from various sources It helps clarify ideas and communicate them logically and coherently while adhering to academic standards Importantly, the role of research in higher education is crucial for fostering logical, analytical, and creative thinking among learners, ultimately enhancing the quality of education.
University research typically takes three main forms: directed studies, essays, and theses Among these, directed studies (TD) are the easiest for first-year students to engage with, as they facilitate the integration of theoretical and practical knowledge gained during their coursework by applying it to a project.
For nearly three years, guided work has been a mandatory exercise for second-year students in the French Department at the University of Languages and International Studies – Vietnam National University in Hanoi This initiative aims to introduce students to scientific research After two years of implementing guided work, teachers have observed various challenges faced by students undertaking research for the first time In response, they have initiated a program where upper-year students, who have prior experience in scientific research, mentor and support their second-year peers.
En tant qu’ộtudiante du Dộpartement de franỗais, j’ai exộcutộ les TD et rộalisộ une recherche scientifique sur les difficultés et les apports de la réalisation des travaux
Two years ago, I guided second-year students in our department This academic year, I also participated in a project to support their execution of practical sessions These experiences motivated me to explore the perspective of the instructors regarding this intervention and its effectiveness.
My research focuses on the following issue: What are the impacts of the involvement of upper-year students on the completion of assignments by second-year students?
Cette problématique me conduit à formuler les questions de recherche ci-dessous:
• Comment les étudiants ayant des expériences aident-ils ceux en deuxième année pendant le processus de la réalisation des travaux dirigés ?
• Quels sont les impacts de ce soutien auprès des étudiants ?
• Quelles sont des propositions afin d’améliorer l’efficacité de ces interventions ?
Objectifs de recherche
This research aims to evaluate the effectiveness of a project designed to support second-year students in their practical work through mentorship from upper-year students Based on the findings, I will propose several suggestions to enhance this initiative.
Méthodologie de recherche
To achieve the objectives of this thesis, a questionnaire survey targeting second-year students of the QH19 cohort in the French Department is essential for data collection Following this, utilizing digital tools such as Google Drive and Excel will facilitate the synthesis and effective analysis of the results The analysis will employ descriptive, statistical, and interpretative methods Additionally, I have clarified the findings by integrating real-world knowledge and insights.
Three corresponding theories are discussed, followed by several suggestions aimed at enhancing the effectiveness of upper-year students' interventions in guiding second-year students through their directed projects.
Plan du mémoire
Mon travail de recherche se compose de 3 chapitres :
Le premier chapitre dresse un panorama bref des théories concernant les travaux dirigés
Ensuite, le deuxième chapitre a pour but de présenter des méthodes d'enquête, des méthodes d'analyse adoptées dans ce travail
The third chapter focuses on the research findings, where the analysis and interpretation of the survey results lead to several recommendations aimed at enhancing the effectiveness of the project designed to support students in their completion of assignments.
CONCEPTS CONNEXES DES TRAVAUX DIRIGÉS ET LEUR
Pédagogie de projet
1.1.1 Qu’est-ce que la pédagogie de projet ?
In recent years, project-based learning has become a daily practice in education, drawing inspiration from John Dewey's "hands-on learning" approach The American philosopher observed that theoretical teaching yields limited results compared to practical learning, emphasizing that thinking and doing are inseparable.
According to Michel Huber (1999), project-based pedagogy is an active teaching practice that facilitates learning through the creation of tangible outputs It resembles a collaborative enterprise where a group of students works together to produce a socially shareable project while integrating new knowledge During the project process, students are placed in problem-solving situations, actively engaging in their learning journey This pedagogical approach is also rooted in student motivation and aims to achieve concrete results.
According to Lebrun (2002), learners will reach the stages of "being" and "becoming" if the tasks assigned by the teacher include a reflective component This reflective process should be an integral part of the project and also subject to evaluation.
The project initiative stems from a concrete life theme, such as needs, conflicts, or aspirations Learners are required to draw on various knowledge and skills, including anticipation, innovation, and creativity Additionally, it is essential for both the teacher and student to engage in negotiations that facilitate the explanation and socialization of their intended actions Ultimately, the project is developed as a broad product, encompassing both intellectual and material aspects.
1.1.2 Objectifs de la pédagogie de projet
Pour John Dewey, la pédagogie de projet est une autre manière d’apprendre ayant deux buts principaux :
• Fournir un contenu visant à l’instruction
• Suivre le principe de l’action qui est organisé vers un but au lieu d’imposer à l’ộlốve des leỗons dont il ne comprend ni le but ni l’utilitộ
En plus, Jonnaert a souligné trois objectifs de la pédagogie de projet
First and foremost, it serves an educational function that adds meaning to learning and addresses the lack of motivation by enabling participants to engage in a significant activity related to their project.
The project serves a social and mediating function by engaging partners, encouraging participants to connect with others and gain recognition from various institutions It fosters a collaborative environment where group members can share skills and exchange diverse opinions and perspectives.
Ultimately, the final objective serves a political function: when the pedagogy of the project transforms into an educational goal rather than merely a means, it becomes a privileged ground for exercising both individual and collective responsibility (Jonnaert, 1993).
Students must independently solve problems and related tasks to gain knowledge, but the teacher's role is essential It is important to consider students' needs and interests while identifying the skills to be achieved The teacher is there to offer suggestions, engage in discussions, and assist in resolving group dynamics issues.
La pédagogie de projet est de plus en plus populaire dans la profession enseignante et grandement valorisée dans les nouvelles réformes scolaire et universitaire
En effet, elle donne à l’élève de la chance de :
• Acquérir de savoirs et de savoir-faire nouveaux (apprentissage)
• Mieux maợtriser l'environnement par les rộponses au ô problốme ằ contextualisộ de départ et par toutes les découvertes engendrées par le processus du projet
• Mieux connaợtre soi-mờme (ses besoins, ses limites, ses maniốres de fonctionner, etc.)
Travaux dirigés (TD)
Comme ce travail de recherche aborde le projet d’accompagner les étudiants dans leur exécution des TD, il est donc nécessaire de comprendre cette notion
According to the special issue of INSA magazine on pedagogy, tutorial sessions (TD) are a teaching method that allows students to apply knowledge gained from theoretical lectures and introduce new concepts These sessions provide students with increased contact hours with the language, enhancing their oral and written expression Additionally, they foster collaboration with peers and promote creativity.
According to Bernard Bourret and Christophe Romano, the practice of directed work (TD) is essential in higher education, as evidenced by the total hours dedicated to these sessions Furthermore, students view TD as the most crucial aspect of their learning experience (Guide des pratiques pédagogiques, 2014).
According to the Language Development Service at the University of Saint-Boniface, guided sessions support course content and reinforce the application of theoretical concepts studied These sessions provide students with ample opportunities to enhance their oral expression and teamwork skills, engage in practical exercises, and ask questions for clarification Additionally, guided sessions create a personalized and individualized teaching environment tailored to students' needs.
In addition to directed studies, there is another similar project: the thesis Both the thesis and directed studies serve as introductory research projects, demonstrating the writer's research skills.
Montréal, Étapes de réalisation du mémoire ou du travail dirigé, 2014, p.1) Un mémoire et un travail dirigé se construisent tous les deux en six principales démarches :
• le choix d'un directeur ou d'une directrice de recherche
• l'inscription d'un sujet de recherche
• la préparation et le dépôt d'un projet
• la rédaction du mémoire ou du travail dirigé,
Normalement, un mémoire compte 40.000 mots maximum et un travail dirigé 20.000 mots maximum
Both the thesis and the guided work are integral components of project-based pedagogy These activities provide students with the opportunity to apply theoretical knowledge to real-world problems, thereby enhancing the relevance of their learning experiences Essentially, they fulfill the intellectual curiosity of the learner Moreover, they not only increase student engagement in the learning process but also serve as valuable assessment tools.
In Vietnam, guided learning is particularly popular in various high schools and universities This pedagogical approach is utilized across multiple subjects, including foreign languages, literature, and philosophy, enabling students to gain a deeper understanding of lessons and master knowledge more effectively.
Projet de recherche scientifique
Le concept du projet de recherche s’est défini d’une manière simple et générale par Peter Stockinger (2016) comme un ô entreprise intellectuelle ằ qui vise, par exemple, à :
1 répondre à une question, un problème, une incertitude ;
2 apporter des preuves ou des ô nouvelles ộvidences ằ sur une hypothốse, une position, … controverse (à ô dộmontrer ằ quelque chose) ;
3 ouvrir/ rouvrir un dộbat sur un ô fait ằ, une problộmatique, une certitude théorique, …
4 apporter des solutions de nature pratique, technique, professionnelle, …
5 explorer des nouveaux domaines de connaissance, de nouveaux ô horizons de sens ằ
According to Les Définitions.fr, a research project is a scientific procedure aimed at gathering information and formulating hypotheses regarding a specific social or scientific phenomenon.
The execution of a research project is the most crucial aspect of a master's or doctoral program, requiring significant time and effort The initial step involves clearly presenting the research problem and formulating the research question to be addressed.
The next step involves setting objectives, which means clearly defining what we aim to learn through research Following this, we formulate a hypothesis, presented as a theory that will be tested throughout the research project.
Le chercheur doit prévoir la justification, qui vise à indiquer les raisons qui mènent à l’étude du problème
The theoretical framework and reference in a research project involve incorporating citations and examples from other studies It serves as a general reference for the topic before it is examined, providing data that facilitates a better understanding of the subject matter.
During fieldwork, the primary objective is to collect both quantitative and qualitative data on the subject This phase is crucial for research, as it involves conducting experiments, tests, or surveys when necessary to gather valuable information.
Enfin, le projet doit être structuré et rédigé Donc, la recherche scientifique peut se présenter sous plusieurs chapitres, en incluant l’introduction et la conclusion
Il est évident que le travail dirigé et le mémoire sont considérés comme le projet de recherche scientifique
Accompagnement
Accompaniment, as defined by Pierre Potvin, an associate professor in the Department of Psychoeducation at the University of Quebec in Trois-Rivières, is an approach that can be applied to individuals, groups, or communities Its primary goal is to support the professional reflection of the accompanied person by helping them clarify their needs and develop professional skills This process fosters the use of relevant and effective practices aimed at achieving educational success through the transfer of knowledge.
Support aims to facilitate the development and integration of theoretical and practical knowledge to encourage the adjustment or implementation of new practices It also seeks to address challenges that hinder the assimilation and application of knowledge This approach focuses on fostering change by emphasizing the learning process and self-regulation It requires the individual receiving support to reflect, analyze, and critically evaluate their practices and the adjustments made or new actions tested This necessitates an openness to change and a commitment to improvement.
1.4.2 Soutien scolaire et accompagnement à la scolarité
As academic demands on students continue to increase, educational support is becoming more prevalent across primary schools, middle schools, high schools, and even in preparation for higher education or university This support primarily includes two services: homework assistance and academic reinforcement aimed at improving grades and averages The term "educational support" encompasses any form of temporary or ongoing assistance that helps students strengthen their skills in a subject or prepare for an exam.
Il est essentiel de distinguer, tout d’abord, deux notions diffộrentes : ô soutien scolaire ằ et ô accompagnement à la scolaritộ ằ
Support for education, as defined in the Guide to Educational Support published by various French ministries, refers to assistance provided during school hours by teachers to students who temporarily or long-term require personal help This support can include individualized assistance, remediation, tutoring, and may also occur within the context of middle school studies Essentially, it serves as educational aid delivered by educational teams during school time.
According to Dominique Glasman, educational support programs, which are offered free of charge to students, are organized by associations, volunteers, and social workers, funded by local or national resources These programs aim to prepare children for school by enhancing their expression, vocabulary, and overall discovery, while also providing direct assistance with homework They are designed to welcome students after school hours, offering help with assignments and lessons Additionally, these initiatives include opportunities for practicing foreign languages as well as engaging in cultural and sports activities.
As part of the project to support second-year students in completing their assignments, upper-year students in our department provided not only after-class assistance but also guided them throughout the working process with their research supervisor in class.
Ainsi, on peut dire que ce projet est considéré comme à la fois un soutien scolaire et un accompagnement à la scolarité
The support provided will be guided by an ethical framework that influences the actions of the facilitator This support operates within a specific context—social, institutional, and cultural—that shapes the nature of the involvement of individuals Depending on the approach taken, support can manifest as mentorship, counseling, assistance, learning, intergenerational solidarity, or knowledge transfer (Paul, 2004, 2009).
Citons rapidement certaines formes connues d’accompagnement :
• Le conseiller oriente, donne des conseils Il en sait plus que la personne accompagnée sur le sujet de consultation
• Le consultant recommande C’est un expert qui vous aide à trouver l’information afin que vous puissiez l’utiliser
• Le tuteur enseigne les rudiments d’une tâche Le tuteur sert d’appui, de soutien, de protection, particulièrement lors de la période d’intégration dans un rôle donné
• Le coach aide à dộvelopper des habiletộs spộcifiques Il maợtrise un processus pour faire accéder la personne accompagnée à son plein potentiel
• Le groupe de codéveloppement favorise le développement des individus en participant à des activités structurées de groupe
• Le parrain est une personne qui exerce son influence afin de favoriser la progression de la carrière d’un individu
• La relation d’aide intervient lorsqu’il y a un problème personnel au niveau émotionnel ou psychologique Ce rôle est rempli par les psychologues et les thérapeutes
L’accompagnateur contribue au développement des compétences et à l’amélioration des pratiques dans le but de favoriser la réussite éducative des élèves Selon Pierre POTVIN, il a pour objectif de :
✓ Centrer ses interventions sur la réflexion critique, l’autorégulation, le développement des compétences professionnelles au regard de sa pratique et sur l’utilisation de pratiques pertinentes et efficaces ;
Focus on the professional development of the individual by implementing a process of change and transformation, utilizing a collaborative and cooperative approach that gradually enhances practices.
✓ Favoriser le développement professionnel par l’action et l’expérimentation de la pratique améliorée ou nouvelle ;
✓ Viser le développement de l’autonomie au regard des responsabilités propres à la profession de la personne accompagnée, en impliquant une dimension théorique et pratique ;
✓ Intégrer différents types de savoirs (savoirs théoriques, savoir-être et savoir- faire);
The goal is to maintain or enhance the skills of the individual being supported, helping them to develop their abilities, adapt to new situations, and assist in decision-making or problem-solving.
The role of the facilitator is to support individuals in enhancing their reflective practice and professional skills to promote educational success They enable critical thinking, the assimilation of knowledge, and its practical application.
14 théoriques et pratiques afin de favoriser l’ajustement ou le changement de leurs pratiques Pierre POTVIN a déterminé de différents rôles de l’accompagnateur : i Rôle de catalyser
In their role as a catalyst, the facilitator encourages reflective questioning and analysis of practices through action They inspire employees to critically examine their methods and facilitate the selection of theoretical and practical knowledge By promoting experimentation and transformation, the facilitator guides individuals in their inquiries and reflections, fostering meaningful exchanges with peers They assist participants in articulating their actions and identifying challenges in their practice, ultimately supporting self-assessment and progress evaluation.
Pour favoriser le questionnement réflexif, l’accompagnateur doit :
- susciter la réflexion sur la pratique ;
- ouvrir de nouvelles pistes de réflexion et d’action ;
- susciter le doute, ébranler les idées, les croyances, les représentations et les pratiques ;
- amener la personne accompagnée à réinvestir les éléments de réflexion dans ses actions
Le questionnement réflexif porte sur l’analyse des pratiques Ainsi, l’accompagnateur doit amener la personne accompagnée à :
- vérifier l’adéquation de la pratique par rapport au problème déterminé ;
- questionner les améliorations à apporter à une pratique en place ou à une pratique à mettre en œuvre ;
- vérifier l’efficacité de la pratique dans sa mise en œuvre et dans les conditions de mise en œuvre;
- vérifier si la pratique a été évaluée et si son efficacité a été démontrée ii Rôle de soutien et de facilitateur
The facilitator provides support to individuals engaged in professional reflection, guiding them in building their knowledge and enhancing their practices Collaborating closely with the individual, the facilitator identifies their needs and seeks effective ways to address them They assist the individual in activating prior knowledge, making connections with new information, and applying their learning in real-world situations.
The facilitator is not a master; rather, they do not take control of the accompanied individual nor lead them Instead, the facilitator focuses on guiding and supporting the person, ensuring they do not adopt a passive role as a follower.
The facilitator fosters a supportive relationship that promotes the personal growth and development of the individual being accompanied By cultivating a cooperative dynamic, the facilitator encourages the other person's journey They engage in the art of presence, standing alongside the individual with a focus on progress Employing stimulating and encouraging attitudes, the facilitator practices positive and constructive feedback to enhance the experience.
L’accompagnateur joue également un rôle de facilitateur Il anime la démarche
It provides the necessary materials and services to meet the needs of the individual being supported It offers tracking and evaluation tools, and while not an expert, it can advise the individual by presenting answers to their questions It supplies the conceptual frameworks and tools needed for the individual to develop independent judgment and guides them toward resources and knowledge that will assist in resolving their challenges.
16 iii Rôle d’animation de groupe
TD pour les ộtudiants en deuxiốme annộe du Dộpartement de franỗais
Depuis l’année scolaire 2018 – 2019, les TD sont devenus une activité pédagogique obligatoire pour les étudiants en deuxième année du Département de
The 18 students from the University of Languages and International Studies at the National University of Vietnam in Hanoi are focused on enhancing their self-learning and teamwork skills They aim to familiarize themselves with scientific research, explore various research methodologies, and learn how to effectively present a research project.
At the beginning of the semester, second-year students in the French Department are informed about their practical work (TD) Professors assist them in selecting suitable topics, structuring their plans, and overcoming challenges during the process By the twelfth week, students present their work to a jury and their peers, with final submissions due two weeks later at the Department The projects can take various forms, such as a ten-page Word document essay covering research questions, objectives, methods, and results, as well as videos or notebooks Ultimately, the jury evaluates their outcomes, progress, and efforts, with the TD contributing 10% to the overall grade for French 3A and 3B courses.
After two years of implementing tutorials aimed at helping students overcome challenges in conducting research, teachers have, for the first time, requested that experienced upper-year students assist and support second-year students This shift leads to a research topic focused on evaluating the effectiveness of this mentoring activity.
Ci – dessous, je me permets de préciser le programme de la réalisation des travaux dirigés pour l’année scolaire 2020-2021 :
Calendrier Activités Exigences après chaque séance
Les enseignants présentent le programme de la réalisation des travaux dirigés et proposent des sujets
Les étudiants réfléchissent pour choisir des sujets adéquats
- Les étudiants en année supérieure présentent leur TD et partagent leurs expériences
- Les étudiants en deuxième année se divisent en groupe et chaque groupe est accompagné par un étudiant en année supérieure
Chaque groupe choisit un sujet et fait le plan avec l’aide de l’accompagnateur
Les enseignants corrigent les plans et dirigent les démarches suivantes
Chaque groupe perfectionne le plan et établit le questionnaire avec l’aide de son accompagnateur
Semaine 6 Les enseignants corrigent les questionnaires
Chaque groupe perfectionne le questionnaire, mène une enquête par questionnaire et analyse les données recueillies
- Les étudiants présentent les résultats de leur travail de recherche
Chaque groupe corrige son travail dirigé en fonction des remarques des enseignants
- Les enseignants donnent des remarques pour que les TD se perfectionnent
Semaine 10 Les étudiants font un exposé devant la classe
Chaque groupe perfectionne son exposé en fonction des remarques des enseignants
Les étudiants font la soutenance pour recevoir les évaluations du jury
Chaque groupe achève son produit écrit
Semaine 14 Les TD sont déposés au
Tableau 1 : Programme de la réalisation des TD pour l’année scolaire 2020-2021
So far, I have outlined the concepts related to tutorial sessions and academic support, along with the contextualization of these sessions for second-year students in the French Department, which allows me to establish a theoretical framework for my research.
MÉTHODOLOGIE DE RECHERCHE
Méthode de recueil des données
For this research project, I chose to focus on second-year students from the Department of French at the University of Languages and International Studies for two main reasons.
My research aims to assess the effectiveness of a project designed to support second-year students in the French Department with their coursework The instructors responsible for the coursework play a crucial role in this project and can clearly determine whether this support is beneficial.
On the other hand, unlike their companions who were engaged in professional internships and not attending school during the survey, I had easy access to this sample, which undoubtedly simplifies the data collection process for my research.
Among various data collection methods, the questionnaire survey stands out as an ideal approach for gathering clear and precise information This information can encompass different aspects, including tastes and preferences, opinions, feelings, or specific details about individuals Consequently, it allows for a comprehensive understanding of the situation of students in our department Additionally, this method offers significant advantages, such as the ability to quantify extensive data and facilitate multiple correlation analyses (Nguyễn Quang Thuấn, 2007:14).
En effet, j’ai érigé un questionnaire – un ensemble de questions composant des questions fermées, des questions ouvertes et une combinaison des deux – dans le but d’obtenir l'information de l’évaluation
Closed questions with single or multiple answers provide respondents with a list of options to choose from, allowing for clear responses and easier data processing I then incorporate open-ended questions to gain insights into students' desires and suggestions, enabling them to freely express their opinions on the topic By combining these two question types, I encourage students to offer suggestions that I may not have considered.
I developed the questionnaire for my survey based on the process of conducting tutorials and my observations during my involvement in the support project for second-year students.
En fait, mon enquête s’est menée au début du deuxième semestre de l’année 2020-
In 2021, it was observed that both the tutorials and the support project had been completed, providing students with a comprehensive understanding of their tutorial execution and assistance from their predecessors Ultimately, I received 99 responses.
23 significatives pour mes études grâce à l’enquête par questionnaire papier et sa version numérique.
Méthodes d’analyse de données
The final stage of the research process involves transitioning from data production to measurement Measuring research data means transforming it into variables and employing an appropriate method for its processing.
Marie Lavarde, 2008) Dans ma recherche, j’ai appliqué certaines méthodes d’analyse suivantes : analyse descriptive, analyse quantitative et analyse explicative
The descriptive analysis enables the identification of the process by which students in our department execute their tutorials and the interventions made by their mentors In contrast, the quantitative analysis is employed to process and compare the collected data This final method is utilized to explain survey results and assess the effectiveness of upper-year student support for their junior counterparts.
IMPACTS DES INTERVENTIONS DES ÉTUDIANTS EN ANNÉE SUPÉRIEURE À LA RÉALISATION DES TRAUVAUX DIRIGÉS
Rôle des étudiants en année supérieure dans la réalisation des TD par ceux en deuxième année
Dans ce sous – chapitre, je vais chercher à éclairer le rôle des participants au projet d’accompagner les étudiants en deuxième année dans leur exécution des TD
Selon les résultats de l’enquête par questionnaire, tout d’abord, il est facile de remarquer la variộtộ de l’aide que les ộtudiants en deuxiốme annộe ont reỗue
Graphique 1 : Aides des devanciers pour les étudiants en deuxième année
Partage des expériences Suggestion de sujets Suggestion de ressources documentaires
Suggestion de plan du travail Suggestion et correction du questionnaire
Guide de l'analyse de documents et des résultats
Guide de soutien du travail Correction de la version écrite des TD Éclaircissement de demandes du directeur
Aides des devanciers pour les étudiants en deuxième année
The graph indicates that sharing experiences and providing responses to challenges are the two primary forms of support for third and fourth-year students in assisting their junior peers with their assignments, as agreed upon by the majority of respondents This finding is not surprising, as for many of these students, it was their first experience conducting research Consequently, they lacked the necessary experience and felt quite overwhelmed, while the upperclassmen were well-equipped to bridge these gaps.
Many researchers report receiving valuable assistance from their predecessors, including topic suggestions, documentary resources, work plans, questionnaire proposals, document analysis guides, survey results, and support for their work, as well as corrections to their written assignments These forms of support are closely linked to the various stages of their project development Consequently, it is evident that upperclassmen play a significant role throughout the entire process of the project.
It is evident that these students also take on the role of assistants for the teachers, as they provide support to more than a third of respondents (35%) by clarifying requests from the research director Only two interviewees reported receiving no assistance from their mentors In these exceptional cases, upon reviewing their responses regarding their mentors' attitudes, it is clear that the mentors displayed a lack of respect for their work and failed to fulfill their responsibilities, citing numerous other commitments as an excuse.
To understand the opinions of second-year students regarding the role of their predecessors in the development of tutorial sessions (TD), I asked the participants to assess the significance of their mentors in executing these TDs Here are the results:
Graphique 2 : Importance des accompagnateurs dans la réalisation des TD
The pie chart highlights the significance of mentors for most TD (Travaux Dirigés) creators However, 15% of respondents do not view them as valuable, with two participants even considering their presence entirely unnecessary Notably, these two students did not receive any assistance from their predecessors This evaluation suggests that the perceived effectiveness of mentors is influenced by both their contribution and work attitude during the collaborative process.
To better understand the role of facilitators in guiding second-year students through their tutorials, I posed the question: "What are the roles of upper-year students in assisting you with your tutorial?"
Très important Important Peu important Pas important
Graphique 3 : Rôle des accompagnateurs dans la réalisation des TD
According to the histogram above, the primary role of mentors is to assist their peers when they encounter difficulties in their coursework Additionally, nearly 30% of respondents indicate that upperclassmen also serve as motivators, encouraging them in their research efforts Furthermore, about 20% of participants view mentors as a crucial link to their advisors Notably, two students reported receiving no assistance from their predecessors, and encouragingly, none of the respondents considered their mentors as the primary facilitators of their coursework This suggests that second-year students are well aware that mentors cannot replace them in their academic responsibilities.
Les rôles d’accompagnateur du groupe qui ont été décrit par plusieurs auteurs (cf Réseau Ecole Et Nature, 1996, pp 126-128 ; Frey, 1998, pp 57-62 ; Chryssaphidis,
Donneur de l'aide dans la réalisation des TD
Pousseur Motivateur Pont entre le directeur et le réalisateur
- ne pas influer sur les décisions de ses membres (ne pas jouer le rôle de réalisateur des TD)
- leur en laisser la responsabilité (les pousser à travailler)
- patienter et intervenir quand cela est indispensable (donner de l’aide dans la réalisation des TD)
- favoriser le fonctionnement autonome du groupe (donner des motivations)
The data presented in Graph 3 indicates that only about 20% of participants in the project aimed at supporting second-year students in their tutorial execution effectively fulfilled all four designated roles Among these roles, the one they performed most successfully was intervening when necessary.
The analysis results presented in this section encourage reflection on the roles of upper-year students in assisting their second-year peers with their practical assignments It is important to consider their specific contributions during the process of completing these tasks.
TD ? Je vais essayer de trouver la réponse à cette question dans les parties suivantes.
Interventions des étudiants ayant des expériences dans la réalisation des TD
The second part of this chapter focuses on the support process for third and fourth-year students during the TD As highlighted in the previous section, the primary role of mentors is to assist students facing challenges, making it essential to understand these difficulties.
3.2.1 Difficultés des étudiants en réalisant les TD
In this section, I will outline the challenges faced by second-year students The responses from the survey participants to the question, "What difficulties did you encounter while completing your coursework?" along with their evaluations of the level of difficulty, allow me to categorize these challenges into two groups, summarized in the table below.
- Sélectionner (72%) et analyser les documents (79%)
- Bien appliquer des connaissances en linguistique (76%)
- Déterminer le plan du projet (37%)
- Ramasser les données de l’enquête (21%)
- Soutenir le TD devant le jury (36%)
- Mal comprendre des suggestions des accompagnateurs (10%)
- Mal comprendre des demandes du professeur-directeur (13%)
% : pourcentage des enquờtộs qui trouvent ces ộtapes ô difficile ằ ou ô trốs difficile ằ
Tableau 2 : Difficultés des étudiants en deuxième année dans la réalisation de leurs TD
Ce tableau présente douze difficultés posées aux étudiants pendant l'exécution de leurs TD
More than one-third of respondents faced challenges in defining their project plan and presenting their work to the jury Additionally, a small number of students encountered issues with data collection, group collaboration, understanding feedback from mentors, and meeting the director's expectations.
On the other hand, the table above highlights the challenges many individuals face in identifying suitable topics, selecting and analyzing documents, creating questionnaires, analyzing data, and effectively applying linguistic knowledge.
Choosing an appropriate topic that is both feasible and interesting is undoubtedly challenging Many students tend to select topics that pique their interest; however, they often possess only a superficial understanding of the issues at hand It is essential for them to conduct thorough research and assess the feasibility of their chosen subjects to ensure a comprehensive study.
When students begin their projects, they often encounter various challenges, which can lead to abandoning their work While the chosen topics may be intriguing, they require extensive research that students may not have time to complete during their university studies Therefore, it is essential to select a suitable topic that is feasible and aligns with the students' capabilities.
Many surveyed students face challenges when selecting and analyzing useful documents In fact, for familiar topics, the abundance of resources makes synthesis, selection, and effective use quite difficult While learners may find numerous documents related to their research, many of these are unusable Additionally, foreign documents, particularly those in French, are still limited, and students sometimes have to pay for access Furthermore, after gathering materials, the analysis and reformulation process can be particularly burdensome.
Creating a questionnaire presents a significant challenge for researchers To develop an effective questionnaire, they must formulate a research hypothesis, define research questions, and design inquiries that test these hypotheses while justifying the results It's crucial that the questions in the questionnaire directly address the research problem, avoiding unnecessary or overly complex questions In fact, many second-year students struggle to create a well-structured questionnaire on their first attempt, often needing to revise it multiple times and seek feedback from their advisors and instructors.
Fourthly, students faced challenges in analyzing the collected data It is crucial to ask relevant questions and then analyze significant results that support their research and justify initial hypotheses For effective analysis, developing a solid strategy is essential.
A significant barrier for second-year students is their level of French proficiency According to Table 2, approximately two-thirds of respondents indicated that their language skills were inadequate, leading to challenges in writing and reading French documents, particularly for those new to learning the language at university This lack of linguistic competence also affects their ability to present their work confidently in front of professors and peers, with 36% of respondents expressing anxiety and a lack of self-assurance when speaking publicly However, it is important to note that tutorial sessions provide an opportunity for learners to practice and enhance their French skills, particularly in comprehension and oral expression.
Pour conclure, les ộtudiants en deuxiốme annộe du Dộpartement de franỗais ont rencontré de nombreux obstacles dans leur réalisation des TD en premier temps Parmi
Finding appropriate and interesting topics, selecting and analyzing documents, creating a questionnaire, and expressing oneself both in writing and orally are significant challenges faced by students These were also identified as the most difficult steps in my research two years ago on the challenges and benefits of conducting tutorials for second-year students in the French Department Despite the assistance from their predecessors, these major difficulties remain unchanged for them.
Interventions des étudiants en année supérieure
This section focuses on the specific support provided by third and fourth-year students to their younger peers facing challenging situations In this study, I will concentrate solely on the group experiencing significant difficulties for two main reasons.
Firstly, most second-year students did not experience minor difficulties, indicating that they can easily resolve these issues independently without needing assistance from others.
En deuxième lieu, afin de surmonter les grosses difficultés, les réalisateurs des
TD ont souvent eu recours à leur accompagnateur au point que l’efficacité de l’accompagnement dộpend en grande partie des aides reỗues dans ces cas-là
The survey revealed that one-third of respondents shared their difficulties with their mentor to seek assistance, while the remaining students refrained from doing so, fearing they might disturb their mentor or believing it was unnecessary However, nearly all participants received help from their predecessors, as analyzed in section 3.1 This indicates that the majority of students involved in the second-year mentorship program were actively engaged in their work.
Alors, examinons les interventions des étudiants en année supérieure au choix du sujet de TD réalisé par leurs cadets
Graphique 4 : Interventions des étudiants en année supérieur au choix du sujet de
The histogram indicates that nearly half of the respondents selected their TD topic based on suggestions from their advisors Furthermore, over one-third of the advisors assisted second-year students in choosing suitable topics by providing in-depth analyses of the proposed subjects Their experience enables them to better understand current trends, feasibility, and key aspects of various topics, facilitating informed choices Additionally, 16% of respondents reported that their advisor sought help from a professor to identify an appropriate topic This suggests that not all advisors possess sufficient experience or ideas to find engaging subjects, leading them to consult professors and refer to the list of topics provided by the Department Moreover, there were 13 instances of students independently selecting their own TD topics without assistance.
Analyser des sujets différents grâce à leurs expériences pour un bon choix
Décider le sujet pour le TD
Interventions des accompagnateurs au choix du sujet de TD
Out of the participants, only two students did not receive any assistance, while the rest were highly engaged and collaborative on their chosen topics Notably, there were three instances where the facilitators directly selected the topics for their group discussions This situation can be attributed to the shyness and passivity of some students, who hesitated to express their opinions and relied entirely on their facilitators However, it would have been beneficial for the facilitators to encourage these students to think critically or to offer them a range of topics to choose from, rather than making decisions on their behalf This is an area that requires improvement.
Quant aux interventions des étudiants en année supérieure à l’analyse des documents de leurs cadets, les donnộes reỗues m’ont permis de constituer le graphique ci-dessous :
According to Graph 5, the methods and techniques of document analysis, highlighted by 63 respondents, constitute the most significant support received by second-year students.
Avoir recours au directeur Donner des méthodes et des techniques d'analyse (à base de connaissances personnelles)
Interventions des accompagnateurs à l'analyse des documents
The study highlights the significance of analysis processes in documentation, with most facilitators recognizing their importance Notably, about one in five respondents conducted analyses themselves While some students faced challenges in completing their assignments, many did not seek assistance from their facilitators, indicating varying levels of confidence in document analysis Additionally, upper-year students also encountered similar issues, which hindered their ability to support peers This context sheds light on the responses regarding the involvement of directors, as well as the 13 students who reported that their facilitators had directly analyzed documents on their behalf.
Il s’avère ainsi que quelques accompagnateurs ne comprennent pas bien leurs rôles et responsabilités en réalisant des tâches de leurs descendants
Le graphique suivant récapitule les données relatives aux accompagnements des étudiants en troisième et quatrième années dans l'établissement du questionnaire de leurs cadets :
Graphique 6 : Interventions des accompagnateurs à l'établissement du questionnaire
Avoir recours au directeur Éclaircir des problèmes pour que le réalisateur fasse plus facilement le questionnaire
Proposer des items des QCM Établir le questionnaire à la place du réalisateur
Corriger le questionnaire établi par le réalisateur
Interventions des accompagnateurs à l'établissement du questionnaire
The data clearly indicates that during the questionnaire drafting phase, second-year students received significant support from their mentors, with problem clarification being the most substantial contribution As first-time researchers, students faced numerous challenges, such as determining where to start and how to formulate effective questions, making their mentors' guidance invaluable Over one-third of respondents had their questionnaires reviewed by their mentors; however, despite requests from supervisors, several students submitted their questionnaires without prior consultation It is likely that students met with their professors more frequently than with their mentors, who primarily work remotely, which explains this trend Additionally, approximately two out of five respondents structured their questionnaires with questions suggested by their mentors, while three respondents claimed their mentors completed the task for them, indicating a lack of autonomy among some students Furthermore, more than 10% of participants created their questionnaires independently; some did so smoothly, while others struggled due to insufficient guidance from less experienced predecessors, leading some to seek assistance from their professors.
Relativement à l’étape de l'analyse des données d'enquête, les interventions des accompagnateurs sont représentées dans le graphique ci-dessous :
Graphique 7 : Interventions des accompagnateurs à l'analyse des données d'enquête
The histogram indicates that the primary support provided by senior students to second-year students is clarifying issues to facilitate data analysis Many students struggled with interpreting the collected data and did not grasp its significance In this context, the guidance from seniors would help enhance their analytical skills Additionally, nearly one-third of the respondents analyzed the received data without any assistance from upperclassmen, who recognize that their role is to help frame the project rather than write it Furthermore, about 14% of the mentors corrected the analyses of the students, while 8% took charge of the process Their experience contributes to refining the project, but it is essential to remember that writing the project is the responsibility of the second-year students, and mentors should not foster dependency Lastly, it is noted that a small number of students sought help from the director, which is understandable given the circumstances.
Avoir recours au directeur Éclaircir des problèmes pour que les réalisateurs les analysent mieux
Analyser directement des résultats d'enquête
Interventions des accompagnateurs à l'analyse des données d'enquête
Thirty-eight students and their mentors face significant challenges during the data analysis phase of their survey This highlights the necessity for guidance from the professor to navigate these difficulties effectively.
Passons à présent à la question de l'application des connaissances en linguistique, les interventions des accompagnateurs sont synthétisées dans l’histogramme suivant :
Graphique 8 : Interventions des accompagnateurs à la correction linguistique
Analyzing the graph reveals that the most common response is to "do nothing," reflecting the belief that linguistic weaknesses are personal capacity issues best addressed through self-improvement Additionally, nearly one-third of respondents reported having their work corrected, while over 20% improved their language skills with the help of a mentor It's important to note that correcting assignments is a responsibility assigned to upper-year students in the 2020-2021 academic program, leveraging their experience in writing assignments.
Analyser des problèmes linguistiques des réalisateurs pour l'améliorartion
Aider les réalisateurs à rédiger leurs TD
Corriger les TD Rien faire
Interventions des accompagnateurs à la correction linguistique
Thirty-nine participants successfully completed the task, even helping to improve the French language skills of their peers by correcting pronunciation, syntax, and grammar errors However, this intervention is not straightforward and requires strong linguistic knowledge Some mentors were able to provide second-year students with expressions, as noted by nine respondents Additionally, statistics indicate that about one in ten surveyed had their tutorials written by their mentor, highlighting their dependence on support The level of French proficiency undoubtedly poses challenges for some mentors, leading them to consult the director in difficult situations.
The support provided to upper-year students significantly aids second-year students in completing their assignments However, some upper-year students have unnecessarily intervened by doing the work for the second-year students Conversely, a few students opted to do nothing, prompting us to reflect on the attitudes of participants in this support program.
Attitude des accompagnateurs
I believe that the attitude of senior students significantly impacts the effectiveness of their mentoring, as it directly influences an individual's behavior towards various objects and situations they encounter (Allport, 1935) Consequently, I asked second-year students to evaluate the attitude of their mentor.
Graphique 9 : Attitude des accompagnateurs dans le processus de travail avec les étudiants en deuxième année
A careful analysis of the data shows that 86% of respondents were satisfied with the attitude of their guide, which is nearly three times higher than those who rated it as lacking dedication or not dedicated at all The reasons for their evaluations are detailed in the table below.
- Partager des expériences avec enthousiasme
- Donner plein d’aide pendant le processus de réalisation des TD
- Rộpondre aux tourments de faỗon rapide
- Ne pas apporter beaucoup d’aide pendant le processus de réalisation des TD
- Ne pas répondre ou répondre lentement aux questions des étudiants en deuxième année
Attitude des étudiants en année supérieure
Très dévouéDévouéPeu dévouéPas dévoué
- Pousser les étudiants en deuxième année à travailler
- Leur donner toujours des encouragements
- Être trop occupés pour les marquer à la culotte
Tableau 3 : Évaluation des étudiants en deuxième année sur l'attitude de leur accompagnateur
In summary, most upper-year students involved in this support project have demonstrated a deep respect for their work However, the lack of commitment from some individuals indicates the need for potential solutions, which are discussed in the proposals section.
Efficacité des interventions des accompagnateurs
In the previous section, it was noted that upperclassmen significantly assisted their juniors in overcoming challenges during their first tutorial The next question is whether this support led to tangible positive outcomes.
Dans l’objectif de trouver la réponse, j’ai tout d’abord laissé les étudiants en deuxième année évaluer eux-même l’efficacité des interventions de leur accompagnateur
Graphique 10 : Efficacité des interventions des accompagnateurs évaluée par les réalisateurs
The graph indicates that support from upper-year students was not universally deemed helpful by the TD directors Specifically, for each category of assistance regarding challenges faced, I received 1 to 2 judgments highlighting inefficacy A closer examination of the data shows that some respondents perceive their mentor's help as ineffective, particularly when they struggled with document analysis or questionnaire development However, the majority of participants expressed appreciation for the interventions from upper-year students, especially those related to topic selection for TDs, which received the highest ratings with 15 responses marked as "very effective" and 53 as "effective." Additionally, support in questionnaire development and linguistic correction garnered over 60% positive feedback.
It is noteworthy that the measures taken by facilitators to aid in the construction of the questionnaire are among the most appreciated yet least effective supports This ineffectiveness can be attributed to two main reasons.
Choix du sujet de TD
Analyse des documents Établissement du questionnaire
Efficacité des interventions des accompagnateurs
Très efficace Efficace Peu efficace Pas efficace Aucune intervention ou aucune évaluation
Not all 43 measures yield the same results, as each mentor provides unique support to their trainees, as discussed earlier Furthermore, the effectiveness of these measures also relies on the individual capabilities of each person involved.
To gain a clearer understanding of the impact of support interventions on filmmakers, it is essential to analyze the feedback from their training sessions We can categorize the ratings into four distinct scales: below 6.5 points, between 6.5 and 8 points, between 8 and 9 points, and above 9 points.
According to the data presented in Graph 11, nearly nine out of ten respondents achieved good scores in their assessments Specifically, 26% of participants scored above 9 points, while 58% received scores between 8 and 9 points Additionally, only 16% of respondents scored between 6.5 and 8 points, and notably, no assessments were rated below 6.5 points.
Après en avoir conféré avec les résultats de mon travail de recherche réalisé il y a deux ans, je peux affirmer que les TD des étudiants en deuxième année sont de
Plus de 9 pointsEntre 8 et 9 pointsEntre 6.5 et 8 pointsMoins de 6.5 points
The quality of work produced this year is significantly better than that of previous years, particularly when compared to the 2018-2019 academic year, where students lacked guidance from experienced mentors, excluding the director Notably, the rate of high grades this year surpasses that of two years ago, where several students received scores below 6.5.
In response to the jury's feedback on the TDs, many were noted for their logical structure, quality, and compliance with scientific research criteria, despite some unanswered questions Compared to the works completed during the 2018-2019 academic year, document synthesis constituted the majority of student outputs, which were primarily equivalent to classroom knowledge presentations and received no evaluation from the jury.
In conclusion, the survey results indicate that interventions by senior students positively impact both the execution process and the quality of tutorials However, the gaps identified among participants in the support project, along with certain tutorials that require improvement, lead me to propose suggestions in the following section to enhance the effectiveness of this support.
Propositions
Based on students' desires, my personal experiences, and data collected from this study, I have implemented initiatives aimed at enhancing the quality of the support project for second-year students in their completion of tutorials.
D’une part, les résultats de l’enquête ont divulgué certains problèmes lors de la coordination entre les étudiants en deuxième année et leur accompagnateur
Premièrement, quelques étudiants en année supérieure avaient une attitude superficielle et manquaient de respect pour leur travail sous prétexte d’être trop occupés
To prevent issues, project participants must ensure they can dedicate sufficient time to support second-year students; otherwise, they should refrain from enrolling in the project Many join primarily to enhance their internship applications Therefore, it is crucial for the project leaders and the TD director to assess the quality of this work through a detailed evaluation form with specific criteria and tasks before issuing a participation certificate.
Secondly, some project participants lacked the qualifications to provide valuable assistance to the TD organizers It would be beneficial to conduct training sessions for them before implementing the TD program for second-year students This training would help solidify their knowledge and equip them with the necessary skills for educational support work.
Many second-year students struggle with shyness, preventing them from voicing their concerns or seeking help from their mentors Additionally, the pandemic has forced them to primarily interact online, complicating their relationships and communication To foster intimacy and openness, it would be beneficial for them to bridge this distance through in-person meetings, enhancing their exchanges and collaboration.
Some directors in the TD were overly reliant on their facilitators To address this issue, it's essential to clarify everyone's roles Firstly, directors should actively participate in all stages of the TD execution and seek assistance from their facilitators only when necessary Secondly, upper-year students should not perform tasks for their junior peers but instead provide them with problem-solving tools, clarifications, suggestions, and feedback.
D’autre part, il est essentiel de booster l’efficacité des interventions des étudiants en année supérieure au processus de la réalisation des TD
The research in this study indicates that assistance in selecting a suitable topic for a thesis is the most sought-after support by students To discover interesting and relevant subjects, it is essential for students to enhance their general knowledge and remain attentive to issues and changes in their lives and studies, enabling them to assess the originality and feasibility of potential topics Furthermore, it is important to note that while guidance will be provided, it will only consist of suggestions for students to consider, rather than making decisions on their behalf.
The analysis and interpretation methods will enable second-year students to master document and survey data analysis To facilitate these processes, I recommend the document "Presentation of Data Collection and Analysis Methods in Impact Evaluation" by Greet Peersman, which offers essential techniques for effective analysis Additionally, the feedback from mentors will help refine the analysts' results.
Moreover, guidance from upper-year students serves as one of the most effective supports for structuring survey questionnaires Before proceeding, young researchers should formulate a research hypothesis, define research questions, and develop inquiries to test these hypotheses and gather data It is also essential to select an appropriate sample of respondents and determine the types of questions to ask, such as closed or open-ended questions Additionally, researchers should consider the perspective of the respondents to ensure that the questions in the questionnaire address the issue at hand and that the data collected is both sufficient and genuinely useful.
The language skills of second-year students can be enhanced during their practical training through the guidance of their instructors Ideally, after students present their written work or practice their oral defense, instructors would identify and correct errors in pronunciation, syntax, and grammar, facilitating improvement in both spoken and written communication In addition to corrections, upper-year students can also suggest various expressions to enrich their vocabulary and syntax However, as previously mentioned, such interventions require instructors to possess strong linguistic knowledge, which is why they should continually strive to elevate their proficiency in French.
This research focuses on the impact of upper-year students' involvement in guiding second-year students' projects It examines how this interaction influences the learning experience and outcomes for both groups Understanding these dynamics can provide insights into effective mentoring strategies in academic settings.
To find the answer, I first outlined the theoretical concepts that underpin my research: project-based pedagogy, guided work, scientific research projects, and the contextualization of tutorials for second-year students in the French Department.
To build the analysis corpus, a questionnaire survey was conducted among second-year students of the French Department at the University of Languages and International Studies in Hanoi The survey consisted of 14 questions aimed at gathering respondents' opinions on the interventions of their facilitator during the execution of their first tutorial session.
In the third chapter, I conducted analyses and interpretations of the collected data to address the research questions This process led me to identify four key findings.
Upper-year students provided significant support to their junior peers during their tutorials by sharing experiences, suggesting topics, offering documentary resources, and outlining work plans They assisted with questionnaire corrections and written assignments, guided document analysis, and helped interpret survey results This support addressed various concerns and positioned upper-year students as crucial figures for second-year students, serving as helpers in tutorial completion, motivators, and a bridge between instructors and students.
In the second year of the French Department, students faced numerous challenges while completing their practical assignments Key difficulties included identifying suitable and engaging topics, selecting and analyzing relevant documents, formulating questionnaires, and effectively expressing themselves both in writing and orally.