A autonomia por meio da escrita de diários de aprendizagem no contexto Teletandem Institucional Integrado: um estudo longitudinal
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Data
2021-10-15
Autores
Del Monte, Silvia Cristina Soggio [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta pesquisa é caracterizar a autonomia de alunos brasileiros durante a prática de teletandem institucional integrado (TTDii) por meio de dados registrados em diários de aprendizagem escritos após as sessões orais de teletandem (SOTs) nas quais interagiram com alunos da Universidade da Geórgia (UGA). O TTDii (ARANHA; CAVALARI, 2014) é uma modalidade de ensino-aprendizagem de línguas que é parte obrigatória das atividades que os alunos devem cumprir dentro da disciplina de língua estrangeira. Sua prática está embasada nos três princípios do teletandem (TELLES; VASSALLO, 2006) - separação de línguas, reciprocidade e autonomia e, dentre as tarefas realizadas pelos alunos no TTDii encontra-se a escrita dos diários, tarefa que serve ao propósito de promover a reflexão sobre o processo de aprendizagem de modo que os estudantes possam monitorar o processo e realizar ajustes. O trabalho foi realizado a partir do conceito de autonomia, proposto por Reinders (2010), de que autonomia é a capacidade de se responsabilizar e assumir o controle pela própria aprendizagem ao identificar necessidades, definir objetivos, recursos e estratégias, monitorar o processo de aprendizagem, e avaliar e revisar o resultado da aprendizagem da língua alvo. A metodologia é de cunho qualitativo descritivo, segundo Bogdan e Biklen (2004), em perspectiva longitudinal, de acordo com Dornyei (2011). A análise dos dados se baseia em diários de dois (02) aprendizes de língua inglesa que participaram do TTDii mais de uma vez entre 2012 e 2015. Os dados utilizados se encontram armazenados no MulTeC (Multimodal Teletandem Corpus) (Lopes, 2019). Os resultados revelam que é possível caracterizar a escrita dos diários em estágios cíclicos da autonomia do aprendiz orientados ora pelo apoio oferecido pelo professor (na forma de tarefas associadas à prática de teletandem), ora orientados pelas metas definidas pelos próprios aprendizes em relação às relações afetivas estabelecidas com os parceiros.
The aim of this research is to characterize Brazilian students’ autonomy during their institutional integrated teletandem (iiTTD) activities through data recorded into their learning diaries, written after each of the teletandem oral sessions (TOS), in which they interacted with students from the University of Georgia (UGA). The iiTTD (ARANHA; CAVALARI, 2014) is a modality of language learning that recognizes the teletandem as a mandatory part of the activities their students must comply into a foreign languages subject. Its practice is based upon three principles of teletandem (TELLES; VASSALLO, 2006) - autonomy, reciprocity and separation of languages – and, among the tasks assigned for the iiTTD students, is the writing of learning diaries, task that serves the purpose of promoting the reflection about the process of learning in a way that learners might monitor their learning and make adjustments along the process. The concept of autonomy is going to be studied through Reinders (2010) studies, in which autonomy is the capacity of taking responsibility and control for its own learning once the apprentice can identify necessities, define objectives, resources and strategies, monitor the process of learning, and evaluate and revise the result of the target language learning. The methodology is qualitative descriptive research, according to Bogdan; Biklen (2004), in a longitudinal perspective, according to Dornyei (2011). Data analysis was based upon learning diaries written by two (02) apprentices of foreign language that have participated in iiTTD more than one time among 2012 and 2015, and are stored into MulTeC (Multimodal Teletandem Corpus) (Lopes, 2019). The results of this investigation show that it is possible to characterize the writing of diaries into cyclic stages of learner’s autonomy guided by either the teacher (as an associated task to the TTD practice), or the objectives defined by the students themselves in relation to affective relations stablished with their partners.
The aim of this research is to characterize Brazilian students’ autonomy during their institutional integrated teletandem (iiTTD) activities through data recorded into their learning diaries, written after each of the teletandem oral sessions (TOS), in which they interacted with students from the University of Georgia (UGA). The iiTTD (ARANHA; CAVALARI, 2014) is a modality of language learning that recognizes the teletandem as a mandatory part of the activities their students must comply into a foreign languages subject. Its practice is based upon three principles of teletandem (TELLES; VASSALLO, 2006) - autonomy, reciprocity and separation of languages – and, among the tasks assigned for the iiTTD students, is the writing of learning diaries, task that serves the purpose of promoting the reflection about the process of learning in a way that learners might monitor their learning and make adjustments along the process. The concept of autonomy is going to be studied through Reinders (2010) studies, in which autonomy is the capacity of taking responsibility and control for its own learning once the apprentice can identify necessities, define objectives, resources and strategies, monitor the process of learning, and evaluate and revise the result of the target language learning. The methodology is qualitative descriptive research, according to Bogdan; Biklen (2004), in a longitudinal perspective, according to Dornyei (2011). Data analysis was based upon learning diaries written by two (02) apprentices of foreign language that have participated in iiTTD more than one time among 2012 and 2015, and are stored into MulTeC (Multimodal Teletandem Corpus) (Lopes, 2019). The results of this investigation show that it is possible to characterize the writing of diaries into cyclic stages of learner’s autonomy guided by either the teacher (as an associated task to the TTD practice), or the objectives defined by the students themselves in relation to affective relations stablished with their partners.
Descrição
Palavras-chave
Autonomia, Diário de aprendizagem, Teletandem Institucional Integrado, Aprendizagem de língua estrangeira, Autonomy, Learning diary, Institutional Integrated Teletandem, Foreign Language Learning