The focus of this study is the process of teaching/learning English as a second language in CALL, emphasizing oral interaction in an environment mediated by a synchronous communication tool using Task-Based Learning (TBL) under the perspective of the Complexity Theory. It aims to analyze and define the task cycle as a Complex Adaptive System. The current study adopts a netnographic methodology that deals with theory and practice adapting the ethnographic method to include the influence of the internet in technology-mediated environments. We built the dataset using video recordings of five classes carried out in an environment mediated by Zoom. The participants were students from the Biotechnology program at the Federal University of Pelotas selected due to their need to have online meetings with researchers from international universities. Based on a complex and netnographic perspective for data observation, it was possible to demonstrate that the task cycle, in this new learning environment, is sensitive to initial conditions, unpredictable, open, dynamic, adaptive, complex, chaotic, nonlinear, self-organizing, and sensitive to feedback. This study attempts to contribute to developing a new area of investigation in CALL due to the need to understand better the pedagogical implications of the interactions in this unique learning context in a complex and non-reductionist manner using a robust theory as the Complexity Theory.
O interesse na Aprendizagem Baseada em Tarefas (ABT) tem se renovado. Desde 2014, observam-se mudanças graduais a respeito da ABT, com vários estudos tem documentando a sinergia entre tarefas comunicativas e tecnologia. Este artigo explora tendências passadas, presentes e busca contribuir para estudos futuros dessa abordagem considerada forte no ensino de inglês como segunda língua. Nesse contexto, o artigo faz uma leitura de autores que têm discutido a ABT nos últimos 30 anos e, em seguida, explora os fundamentos teóricos desta abordagem comunicativa e seu papel na criação de possibilidades para o desenvolvimento da língua inglesa como segunda língua por meio de tarefas. Os resultados gerais demonstram um aumento significativo no número de estudos na área, entretanto mais estudos sobre esse tema precisam ser realizados, especialmente abordando a ABT mediada pelas tecnologias, a consciência intercultural e simbólica e a possibilidade de promover um desenvolvimento linguístico crítico através de tarefas.
The present study was prompted by the sudden appearance of the COVID-19 pandemic, which affected the education system as a whole. The virus did not spare learning English as a Second language (L2) and forced classes to go fully online. This transition imposed significant educational barriers, as interaction is essential for L2 developing. This study analyzes an online English course using Task-Based Learning mediated by a synchronous communication tool (Zoom). By using a model of community inquiry, we aim to investigate whether this technology-mediated learning environment affords a meaningful educational experience composed of three essential elements: cognitive presence, social presence, and teaching presence. Our study adopts a netnographic methodology adapting the ethnographic method to include the influence of online environments. Forty-two students from the Sul-rio-grandense Federal Institute of Education and Technology - Campus Pelotas from different technical and undergraduate programs answered an online Community of Inquiry questionnaire after participating in the online classes. Findings suggest that Technology-mediated Task-Based Learning affords the emergence of a relevant educational experience, helping students develop English as an L2 and presenting the potential to influence future pedagogical practices. Our results also suggest that this particular learning experience helped students to keep cognitively active during social isolation. Using a synchronous communication tool enhanced the learning process and learner’s agency, affording meaningful interaction and aiding students in navigating the difficult moment imposed by the COVID-19 pandemic.
AimTo evaluate the relationship between leisure-time activities at 11 years old and the incidence of school failures from 11 to 15 years in adolescents.MethodsThe sample comprised 4,090 adolescents from the 1993 Pelotas Birth Cohort, Brazil. The outcome was measured as the number of school failures from 11 to 15 years, based on reported information from cohort participants and their parents. The exposures were collected at 11 years old, as follows: reading; meeting friends; talking to parents; and dating.ResultsIn the group from 11 to 15 years old, 53.3% failed at school at least once. Meeting friends 4–7 times/week (RR = 1.15) and dating 1–3 times/week (RR = 1.22) were associated with high risk for school failure. Reading showed an inverse relationship with school failures (1–3 times/week RR = 0.83; 4–7 times/week RR = 0.71). Reading at least once a week could prevent around 16% of school failures.ConclusionThe context in which adolescents are inserted plays a relevant role in school performance. Understanding these factors may help to propose actions to reduce school failure rates even further.
O objetivo deste artigo é analisar a Aprendizagem Baseada em Tarefas, mais especificamente o ciclo da tarefa, sob a perspectiva da linguística ecológica. Além disso, pretende analisar as affordances (propiciamentos) que influenciaram os caminhos tomados pelos aprendizes no desenvolvimento da língua alvo, neste caso o inglês como segunda língua (doravante L2). Para alcançar tais objetivos, feita uma curta introdução, o presente artigo aborda a aprendizagem baseada em tarefas e, logo após, os principais pontos da perspectiva ecológica para o desenvolvimento de uma L2, concentrando-se em dois temas fundamentais de tal perspectiva: affordances e emergência. Então, a metodologia do estudo é apresentada e depois os dados são descritos com o propósito de identificar características de um sistema complexo ecológico no ciclo da tarefa. A pesquisa constatou a presença das principais classes de interação ecológica: mutualismo, comensalismo, competição e parasitismo. A classe encontrada com mais frequência foi o mutualismo, quando os alunos se beneficiaram igualmente da interação.
This study investigates affordances provided by Technology-Mediated Task-Based Learning (TBL) for language development in an online English as a Second Language class with multinational students in a US university context. From a complexity perspective, this study analyzes whether Technology-Mediated TBL helps build trust and confidence among learners enhancing intercultural and symbolic awareness. We used a netnographic methodology, adapting ethnography to include the influence of the internet in technology-mediated environments. Findings showed that Technology-Mediated TBL provides conditions for intercultural encounters. The task cycle allows the emergence of affordances for learners to build confidence and trust while engaged in language development practices.
O presente trabalho tem como objetivo tecer reflexões sobre a aprendizagem de inglês baseada em tarefas híbridas em uma sala de aula online invertida. Pesquisas sobre as Metodologias Ativas e a Sala de Aula Invertida têm mostrado que o processo de aprendizagem se potencializa quando o aluno é exposto a atividades nas quais ele seja o protagonista do seu processo de construção do saber. Esta pesquisa busca averiguar as possíveis contribuições e limitações de tarefas híbridas, voltadas ao aprendizado da língua inglesa, em uma sala de aula online invertida. Esta investigação possui um caráter netnográfico o qual lida com aspectos teóricos e práticos adaptando a etnografia para investigar a influência da internet em ambientes de aprendizagem mediados pelas tecnologias. As tarefas foram implementadas de forma síncrona e assíncrona em uma turma do como Instituto Federal Sul-rio-grandense e os dados foram coletados usando anotações de sala de aula e um questionário. A partir das observações e resultados, verificou-se que houve um maior engajamento dos estudantes. Nosso estudo também mostrou que a sala de aula online invertida potencializa o ensino da língua inglesa.
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