Affordances numériques et multimodalité : effets sur l'engagement langagier des élèves de fin de cycle primaire dans une école pionnière

Abstract

This mixed-methods case study examines the role of digital affordances and multimodality in the language engagement of 5^th and 6^th grade elementary school students (ages 9–13) attending a school in Morocco (Khémisset Region). The program analyzed integrates multimodal resources (texts, images, sounds, videos) as part of a systemic pedagogical transformation. By drawing on a dual-theoretical framework—theories of affordances (Gibson, 1979; van Lier, 2004) and the sociocultural theory of learning (Vygotsky, 1978; Lantolf & Thorne, 2006). We examine how the synchronization of semiotic modes fosters active participation, reduces cognitive load, and develops oral and written skills. The data collection, conducted over six months, is based on standardized language tests, structured observation grids, and video recordings of sessions. Thematic and statistical analysis of the data reveals significant gains in vocabulary, discursive coherence, and spontaneous speech. These results call for a rethinking of the design of digital tools in elementary school, emphasizing the pedagogical value of intermodal coherence and teacher guidance.

Cuvinte-cheie: afordanţe digitale, multimodalitate, implicare glotică, şcoală primară inovatoare, învăţarea limbilor, interacţiune în clasă

REZUMAT

Acest studiu de caz bazat pe o metodologie mixtă examinează rolul afordanţelor digitale şi al multimodalităţii în implicarea glotică a elevilor din clasele a V-a şi a VI-a (cu vârste cuprinse între 9 şi 13 ani) care frecventează o şcoală din Maroc (regiunea Khémisset). Programul analizat integrează resurse multimodale (texte, imagini, sunete şi videoclipuri) ca parte a unei transformări pedagogice sistemice. Bazându-se pe un cadru teoretic dual — teoria afordanţelor (Gibson, 1979; van Lier, 2004) şi teoria socioculturală a învăţării (Vygotsky, 1978; Lantolf şi Thorne, 2006) — studiul examinează modul în care sincronizarea modurilor semiotice favorizează participarea activă, reduce încărcarea cognitivă şi dezvoltă competenţele de exprimare orală şi scrisă. Colectarea datelor, desfăşurată pe o perioadă de şase luni, s-a bazat pe teste standardizate de limbă, grile structurate de observaţie şi înregistrări video ale sesiunilor. Analiza tematică şi statistică a datelor evidenţiază progrese semnificative în ceea ce priveşte vocabularul, coerenţa discursivă şi exprimarea spontană. Aceste rezultate sugerează necesitatea regândirii modului de proiectare a instrumentelor digitale în învăţământul primar, subliniind valoarea pedagogică a coerenţei intermodale şi a ghidajului oferit de profesor.

LANGUAGE OF PUBLICATION

French (main text and corpus)

TITLE IN ENGLISH

Digital Affordances and Multimodality: Effects on Language Engagement of Final-Year Students in a Pioneer Primary School

UDC: 372.881.111.1

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Received: February 10, 2026 | Reviewed: February 22, 2026 | Accepted for publication: March 2, 2026

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