Nearpod-based Instructional Design for Teaching Materials in The Production Écrite Débutante Course

Rabiah   Adawi; Nurilam   Harianja

doi:10.31849/9bnbm490

Authors

Rabiah Adawi Universitas Negeri Medan, Medan, Indonesia.
Nurilam Harianja Universitas Negeri Medan, Medan, Indonesia.

DOI:

https://doi.org/10.31849/9bnbm490

Keywords:

Beginner French writing, rench as a foreign language (FFL) , Instructional design, Nearpod, Production Écrite Débutante

Abstract

Writing in beginner French classes is a cognitively demanding act of real time decision making where learners must coordinate meaning, vocabulary retrieval, and morphosyntactic accuracy, and agreement driven forms such as possessive adjectives often remain unstable during contextual composing. Although digital platforms are increasingly used in language pedagogy, a persistent gap remains between explaining grammar rules and enabling learners to proceduralize those rules under writing pressure, especially when classroom time limits opportunities for immediate correction and repeated micro practice. This study addressed that gap by developing Nearpod based instructional materials for the Production Écrite Débutante course, designed as a structured practice ecology that sequences brief contextual writing tasks with guided decision scaffolds and rapid feedback focused on possessive adjectives. Using an ADDIE guided development design, the study conducted a needs analysis with 30 students and integrated qualitative inputs that emphasised the need for interactive learning, fast corrective feedback, and repeated practice to reduce confusion during writing, with 86.7 percent explicitly requesting interactive media and high perceived difficulty in possessive adjective selection (M = 4.43), alongside strong demand for immediate corrective feedback (M = 4.63). Expert review confirmed high feasibility, including content accuracy, clarity, usability, and assessment fit, with an overall feasibility mean of 4.58, supported by qualitative judgments that the materials were practical and instructionally aligned. A classroom tryout with 20 students showed improved writing scores from M = 68.2 to M = 82.9 and increased possessive adjective accuracy from 61.0 percent to 84.0 percent, accompanied by fewer errors. The study contributes validated materials and an evidence linked development pathway, offering scalable implications for feedback rich CEFR aligned beginner French writing instruction.

Author Biographies

Rabiah Adawi, Universitas Negeri Medan, Medan, Indonesia.

Dr. Rabiah Adawi, S.Pd., M.Hum., is a senior lecturer in French Language Education at the Faculty of Languages and Arts, Universitas Negeri Medan (UNIMED), Indonesia. She earned her undergraduate degree in French Language Education from IKIP Negeri Medan and completed her master’s and doctoral studies in Linguistics at Universitas Sumatera Utara. Since 2023, she has been entrusted as Head of the French Language Education Study Program, reflecting her sustained commitment to strengthening academic quality, curriculum development, and student learning outcomes. Her scholarly work spans research and academic writing in French language education and linguistics.
Nurilam Harianja, Universitas Negeri Medan, Medan, Indonesia.

Nurilam Harianja, S.Pd., M.Hum., is a lecturer in French Language Education at the Faculty of Languages and Arts, Universitas Negeri Medan (UNIMED), Indonesia. She is affiliated with the French Language Education Study Program and contributes to teaching and academic development in the field of French language education.

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