FORMER A LA PENSÉE CRITIQUE PAR LA COLLABORATION GUIDÉE: LE CAS DES ÉTUDIANTS INSCRITS EN MASTER 1 DDLE A L’UNIVERSITÉ DE BLIDA2
TRAINING IN CRITICAL THINKING THROUGH GUIDED COLLABORATION: THE CASE OF MASTER’S LEVEL DDLE STUDENTS AT BLIDA 2 UNIVERSITY

Summary/Abstract: As part of our reflections on student training in didactics, this research focused on a challenge frequently observed in the field: how can we encourage students to read scientific articles with a truly critical eye? Based on this observation, we implemented a pedagogical approach grounded in collaborative work, with the aim of guiding Master 1 DDLE students at the University of Blida 2 toward deeper and more analytical reading. Our approach is rooted in the principles of active pedagogy and draws on theories of collaborative and socioconstructivist learning, which emphasize how peer interaction enhances understanding and knowledge construction. To experiment with this method, we formed two student groups. All participants worked on the same articles in language didactics, focusing on oral and written skills, and took part in analysis sessions—first independently, then in groups. What distinguishes the two groups is the introduction of a methodological tool: a structured analysis grid, provided only to the experimental group. This grid enabled them to better identify key elements of the articles—their structure, research question, methodology, argumentation, and the relevance of the results—and to build a more robust critique. To assess the impact of this approach, we used two data collection tools: an observation grid completed during classroom interactions, and a questionnaire allowing students to share their impressions, difficulties, and perceived learning outcomes. The initial results are promising. The use of the grid appears to improve the quality of group discussions, the organization of ideas, and the ability to formulate a well-argued critical perspective. This work also contributes to the development of writing skills that are valuable for thesis writing and other academic tasks. However, adjustments are still needed, particularly to better manage interpretive differences and harmonize group interactions.

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