Tecnologia Na Educação: O Caso Da Internet E Do Inglês Como Linguagens De Inclusão

Leão²,

Amorim³

2016

ELR

Self Cite

<p class="normal">This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.</p>

Section: Technology and L2 Teaching/learningmentioning

confidence: 99%

Section: Technology and L2 Teaching/learningmentioning

confidence: 99%

Mobile Assisted Language Learning: Affordances and Limitations of Duolingo

Leão²,

Amorim³

2016

ELR

Self Cite

“…The number of people who seek information and education in MOOCs (for example FINARDI; TYLER, 2015) and who exercise their voice in SNSs (for example FINARDI; PORCINO, 2016) is evidence of this new way of relating to and with the world. Autonomy in learning is considered a characteristic of postmodern education (GRADDOL, 2006) and some authors MOMM, 2013) suggest that in the current information society we live in, both English as an international language and digital literacy are passports to access information online and to form social capital (WARSCHAUER, 2003) defi ned as the ability to generate benefi ts by means of relationships in social practices and networks. Despite these changes in society, educational practices are not always aligned with current trends in society, perhaps due to the many challenges associated with the incorporation of technologies in teaching methodologies, especially on the part of teachers (TEIXEIRA; FINARDI, 2013; FINARDI; TEIXEIRA; PREBIANCA; DOS SANTOS, 2014).…”

Section: Introductionmentioning

confidence: 99%

The case of EFL: does technology lead to learning?

Vieira

2018

rai

Self Cite

This paper reviewed a series of studies which investigated the validity of educational soft ware as tools to promote EFL learning. A metasummary approach was used to appraise and synthesize the main fi ndings of four studies. The results are presented in a comparative form, providing information extracted from each report in the following domains: objectives of the studies, instruments of data collection, sample composition, theoretical background, major fi ndings and conclusions and implications of the studies. It is concluded that the four studies reviewed do believe in the contribution of technology to EFL teaching and learning but express a concern about the integration of human-computer interaction and pedagogic features of educational soft ware for EFL learning.

“…In this paper we use the term additional language to refer to any language but the first or native language (L1). In this scenario, the teaching of L2s in general and of English in particular, plays an important role in the 1) maintenance of national cohesion (Finardi & Csillagh, 2016), 2) access to online information (Finardi, Prebianca & Momm, 2013) and education (Finardi & Tyler, 2015), and 3) social inclusion of diversity and in the fight against the commodification of education as seen, for example, in the abundant offer of private English courses in Brazil (Finardi, 2014;Ortiz & Finardi, 2015).…”

Section: Introductionmentioning

confidence: 99%

Políticas linguisticas en Brasil y la epistemología que subyace a la selección de textos en lengua extranjera

Vieira

2019

Arboles Rizomas

Self Cite

The aim of this paper is to discuss language policies in Brazil, especially in relation to the way they are implemented in the guidelines for the selection of textbooks for the teaching and learning of English as a foreign language (EFL). To subsidize the reflection herein proposed, the study analyzed the main principles and set of criteria used by the National Textbook Program (PNLD) to assess the textbooks designed for Brazilian secondary education. The results of the qualitative analysis carried out revealed a straightforward connection among modern foreign language learning policies in Brazil and the epistemology underlying the evaluation and choice of textbooks. The study concludes that a wider perspective on EFL teaching in Brazil is necessary, taking into account the need for the development of students' speaking skills required in the exercise of a global citizenship.