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The objectives of this study are to report and analyze teacher trainers’ (N = 25) reported practices in terms of the use of ICT to promote writing development in FFL/FSL courses offered in a university context. Data collection took place in five participating institutions as part of an international project. To collect data on trainers? declared practices, we conducted semi-guided focus group interviews with FFL/FLS teachers. Preliminary analysis of these interviews reveals that the teaching and learning of writing and its assessment have evolved with the development of ICT. Focusing on the writing process (planning, composing and revising texts) in this area, teachers report that composing and revising are the stages of writing where ICT are the most useful in teaching university FFL/FSL students to write. In addition, ICT are show to have both positive and negative effects on university students who adopt the use of technologies in their second language writing courses.

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Les pratiques déclarées par les enseignants universitaires au regard de l’usage des TIC dans l’enseignement de l’écriture en français langue étrangère ou seconde