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Article published In:
TASK
Vol. 4:1 (2024) ► pp.49–77

French writing tasks for undergraduate learners

A task-based needs analysis

| University of TorontoMississauga, Canada
| University of TorontoMississauga, Canada
This study triangulated multiple data sources and methods to identify the real-world needs of undergraduate students in a French as a second language program. Graduates (N = 130) and current students (N = 67) rated the importance of a series of written production, interaction, and mediation tasks detailed in the CEFR Companion Volume (Council of Europe, 2020). A subset of alumni (N = 5) participated in focus group interviews. Results indicated that all participants placed primary importance on writing for personal communication (i.e., correspondence, forms, creative writing, relaying information, online interaction). Similarly, interviewees discussed the importance of non-academic writing in their work and daily lives, and highlighted challenges associated with correspondence, writing teaching materials, and academic writing. Findings suggest a need for writing instruction in diverse real-world genres for both personal interaction and academic writing.
Keywords: needs analysis, French as a second language, writing tasks, academic writing, writing for interpersonal communication
Article outline
  • Background and motivation
  • Identification of writing tasks for learners of FSL
  • The L2 French program
  • Method
    • Participants
    • Materials
      • Job placement records
      • Open-ended questionnaire
      • Interviews
      • Closed-item survey
  • Procedure
  • Analysis
  • Results
  • Discussion
  • Pedagogical implications, limitations, and future directions
  • Conclusion
  • References
Published online: 12 September 2024
DOI logo
https://doi.org/10.1075/task.00027.tig
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