Grade 10 Students’ Perceptions of Short Narrative Text Annotation in a Reading Evaluation Situation
Impact of perceptions on motivation and actions has been proven over the years. From this point of view, we tried to depict some grade 10 students’ perceptions of text annotations on a short narrative text in a reading evaluation situation. About forty students answered three questionnaires. After statistical analysis of this first data, we interviewed four students with different reading profiles. Crossing quantitative and qualitative results demonstrated that the students have perception that annotation is useful, very linked to evaluation and for which they feel unskilled.