| Summary: | Within a telecollaborative project, master’s students in teaching French as a foreign language tutored Spanish learners of French at a distance. This tutoring experience consisted in designing tasks, in supporting Spanish students while they were fulfilling these tasks, and more generally in communicating (asynchronously) with these distance students. As most tasks asked for an open written or oral output, tutors had to give feedback and to correct Spanish students. This paper focuses on these corrective feedbacks, which represent a specific form of learning support. The main issue deals with the specificities of corrective feedback when performed in the context of a pedagogic relationship which is carried out fully at a distance and asynchronously with the use of technological tools.
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