O uso do Quizlet Live em sala de aula de Língua Inglesa no Ensino Técnico integrado ao Ensino Médio: identificando eixos interacionais.
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Data
2019-05-06
Autores
Zancanaro, Juliana Giseli da Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O advento das novas tecnologias e a crescente expansão da mídia fizeram surgir uma nova sociedade, novos tipos de relações sociais e diferentes formas de interação. A interação, que ocorre desde os primórdios atrelada ao compartilhamento de um mesmo espaço físico e temporal, ganha a possibilidade de transpor essa premissa, possibilitando um modo revolucionário de interação, que pode ocorrer dissociado de espaços físicos e tempo cronológico, em um contexto virtual. A interação do tipo face a face deixa de ser exclusiva de um contexto presencial e passa a dividir espaço com novos tipos de comunicação. Nesse sentido, este trabalho tem por objetivo apresentar os eixos interacionais que emergem durante o uso do aplicativo Quizlet - o Quizlet Live, em sala de aula de língua inglesa no Ensino Técnico integrado ao Ensino Médio de um dos câmpus do Instituto Federal de São Paulo. Para seu desenvolvimento, apoiaremo-nos teoricamente em estudos acerca da relevância das TDICs e da aprendizagem móvel como suporte para o ensino realizado em sala de aula (PAIVA, 2015; ALDA, LEFFA, 2014, UNESCO, 2014, entre outros) e dos diferentes tipos de interação presentes no processo de ensino-aprendizagem de língua inglesa (MOORE, 1989, ANDERSON & GARISSON, 1998; LEFFA, 2005; THOMPSON,1995). O corpus desta pesquisa resulta de questionários, diário reflexivo e gravações em áudio realizados durante o uso do Quizlet Live, após discussões baseadas no primeiro episódio da terceira temporada da série Black Mirror. A metodologia utilizada para análise é predominantemente qualitativa, com alguns dados quantitativos. A partir dos resultados da análise dos dados foi possivel identificar o surgimento de eixos interacionais que se diferem dos pares propostos por Moore (1989) e Anderson e Garisson (1998), bem como o aparecimento de um contexto interacional diferenciado. Pretendemos com nossa pesquisa contribuir para a compreensão dos diferentes eixos interacionais que podem emergir em contexto híbrido de ensino, uma vez que há uma carência deste tipo de estudo dentre as pesquisas da área de ensino-aprendizagem de línguas.
The advent of new technologies and the growing expansion of the media have given rise to a new society, new types of social relations and different forms of interaction. Interaction, which occurs from the earliest times linked to the sharing of the same place and the same time, gains the possibility of transposing this premise, enables a revolutionary mode of interaction to happen, which can occur dissociated from space and chronological time, in a virtual context. The face-to-face interaction is no longer exclusively a face-to-face context and starts to share space with new types of communication. In this sense, this research aims to present the interactional axes that emerge when using the app Quizlet – more specifically Quizlet Live, in English language classroom teaching in the Technical Education integrated to the High School of one of the campuses of the Federal Institute of São Paulo. For its development, we rely on studies in theories about the relevance of DICT and mobile learning as a support for teaching held in the classroom (PAIVA, 2015, ALDA, LEFFA, 2014, UNESCO, 2014 and others) and the different types of interaction in the English language teaching-learning process (MOORE, 1989, ANDERSON & GARISSON, 1998; LEFFA, 2005; THOMPSON,1995,2011)The corpus of this research results from questionnaires, reflective diaries and audio recordings made during the use of Quizlet Live that was used after the activities based on the first episode of the third season of the series Black Mirror finished. The methodology used for analysis is predominantly qualitative, with some quantitative data. From the results of the data analysis, it was possible to identify the emergence of interactional axes that differ from the pairs proposed by Moore (1989) and Anderson and Garrison (1998), as well as the emergence of a differentiated interface context. We intend with our research to contribute to the understanding of the different types of interaction that can emerge in a hybrid context of teaching, since there is a lack of this type of study among researches in the area of language teaching and learning.
The advent of new technologies and the growing expansion of the media have given rise to a new society, new types of social relations and different forms of interaction. Interaction, which occurs from the earliest times linked to the sharing of the same place and the same time, gains the possibility of transposing this premise, enables a revolutionary mode of interaction to happen, which can occur dissociated from space and chronological time, in a virtual context. The face-to-face interaction is no longer exclusively a face-to-face context and starts to share space with new types of communication. In this sense, this research aims to present the interactional axes that emerge when using the app Quizlet – more specifically Quizlet Live, in English language classroom teaching in the Technical Education integrated to the High School of one of the campuses of the Federal Institute of São Paulo. For its development, we rely on studies in theories about the relevance of DICT and mobile learning as a support for teaching held in the classroom (PAIVA, 2015, ALDA, LEFFA, 2014, UNESCO, 2014 and others) and the different types of interaction in the English language teaching-learning process (MOORE, 1989, ANDERSON & GARISSON, 1998; LEFFA, 2005; THOMPSON,1995,2011)The corpus of this research results from questionnaires, reflective diaries and audio recordings made during the use of Quizlet Live that was used after the activities based on the first episode of the third season of the series Black Mirror finished. The methodology used for analysis is predominantly qualitative, with some quantitative data. From the results of the data analysis, it was possible to identify the emergence of interactional axes that differ from the pairs proposed by Moore (1989) and Anderson and Garrison (1998), as well as the emergence of a differentiated interface context. We intend with our research to contribute to the understanding of the different types of interaction that can emerge in a hybrid context of teaching, since there is a lack of this type of study among researches in the area of language teaching and learning.
Descrição
Palavras-chave
Interação, Interação híbrida, Aprendizagem móvel, Eixos interacionais, Interaction, Hybrid interaction, Language teaching and learning, Interaction axes, Ensino-aprendizagem de línguas, m-learning