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In this exploratory study, 46 advanced adult French-as-a-Second-Language learners completed two Google Docs collaborative writing tasks while teachers provided SWCF via videoconferencing mediated tools (Zoom). Learner screen activity was recorded, followed by a perception survey and semi-structured interviews. 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Collaborative Writing  \nPerceptions des apprenants de la rétroaction corrective écrite synchrone dans larédaction collaborative par vidéoconférence  \nKevin Papin, Université du Québec à Montréal, Canada Gabriel Michaud, Université de Montréal, Canada  \nAbstract  \nSecond language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this exploratory study examines L2 learners’ perceptions of receiving SWCF during collaborative writing tasks completed on an online text-editing platform (Google Docs) and mediated by videoconferencing (Zoom). Adult learners (N= 46) enrolled in advanced online French as a Second Language courses took part in two collaborative writing tasks, during which their teachers (N = 3) provided SWCF. Learners’screen activity was recorded. After the experiment, a perception survey was distributed and selected participants took part in semi-structured interviews to further discuss their experience. Results indicate that learners viewed the provision of SWCF through computer-mediated communication as an effective way to improve their L2 writing compared to traditional, delayed written feedback. Pedagogical implications for the implementation of videoconferenced collaborative writing tasks involving teacher SWCF are discussed.  \nKeywords: computer-assisted language learning; computer-mediated communication; synchronous written corrective feedback; videoconferenced collaborative writing  \nRésumé  \nLa recherche en langues secondes (L2) suggère que la rétroaction corrective écrite synchrone (RCÉS) dans les tâches d'écriture collaborative (ÉC) en ligne peut aider à améliorer les compétences en écriture. Au vu de l’essor de l’ÉC en ligne faisant suite à la pandémie de COVID-19, cette étude exploratoire examine les perceptions des apprenants de L2 quant à la RCÉS reçue lors de tâches d’ÉC  \nCJLT/RCAT Vol. 49 (3)  \neffectuées sur une plateforme d'édition de texte en ligne (Google Docs) et médiatisées par vidéoconférence (Zoom). Les apprenants adultes avancés de français L2 (N= 46) ont participé à deux tâches d’ÉC, au cours desquelles leur enseignant (N = 3) fournissait une RCÉS. L’activité d'écran des apprenants a été enregistrée. Après l’expérience, un questionnaire de perceptions a été distribué et les participants sélectionnés ont participé à des entretiens semi-structurés pour discuter de leur expérience. Les résultats indiquent que les apprenants considèrent la RCÉS médiatisée par la technologie comme un moyen efficace d’améliorer leur écriture en L2 par rapport à la rétroaction écrite traditionnelle et différée. Les implications pédagogiques pour la mise en œuvre de tâches d’ÉC par vidéoconférence sont discutées.  \nMots-clés : apprentissage des langues assisté par ordinateur ; communication assistée par ordinateur ; rétroaction corrective écrite synchrone ; rédaction collaborative par vidéoconférence  \nIntroduction  \nSecond language (L2) teachers traditionally use delayed corrective feedback to aid learners in understanding and rectifying errors. One limitation of this practice, which is time-consuming for the instructor (Kim, Choi, Kang, et al., 2020), is that learners do not always recall their initial communicative intention when they receive feedback, as it is usually delayed by a few days (Liu & Brown, 2015) . Synchronous corrective written feedback (SCWF) offers a feasible alternative through platforms like Google Docs (Zhang & Zou, 2022) . Such tools, used for computer-mediated collaborative writing (CW), enable novel teaching practices by providing SCWF to learner groups and tracking its uptake (Bikowski & Vithanage, 2016) .  \nThe use of videoconferencing software (e.g., Zoom) for sy","cbCaigJ8jVsoKvLo","https://ap.wps.com/l/cbCaigJ8jVsoKvLo","pdf",565067,22,"English","# Abstract\n# Résumé\n# Introduction\n# Theoretical Framework and Literature Review\n## Collaborative Writing and Synchronous Written Corrective Feedback","[{\"question\":\"What does the study investigate about synchronous written corrective feedback (SWCF)?\",\"answer\":\"The study examines L2 learners’ perceptions of receiving SWCF during videoconferenced collaborative writing tasks, focusing on perceived affordances and challenges.\"},{\"question\":\"Which tools and learning setup are used in the collaborative writing tasks?\",\"answer\":\"Learners complete collaborative writing tasks on Google Docs, and the interaction is mediated through videoconferencing using Zoom.\"},{\"question\":\"How were learner perceptions collected after the experiment?\",\"answer\":\"After the tasks, learners completed a perception survey, and selected participants took part in semi-structured interviews.\"}]","Learners’ Perceptions of Synchronous Written Corrective Feedback in Videoconferenced Collaborative Writing - Abstract, Résumé, Introduction, and Literature Review | PDF",1792086914,55]