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Abstract(s)
O mobile learning ou m-learning é um tipo de aprendizagem que utiliza qualquer dispositivo móvel com conectividade sem fios como ferramenta para o ensino e aprendizagem, tendo como principais características a mobilidade, a conectividade, a multifuncionalidade, a personalização e a acessibilidade. Com a evolução dos dispositivos móveis e o desenvolvimento de aplicações assiste-se, cada vez mais, à utilização do m-learning como uma ferramenta de mediação tecnológica para o ensino e aprendizagem favorecendo o desempenho escolar, pois rompe as barreiras dos muros das escolas, quebrando fronteiras geográficas e temporais, proporcionando maior contato com o conteúdo de forma síncrona e assíncrona, contribuindo para uma educação inovadora, dinâmica, motivadora e significativa. Deste modo, ele se torna um recurso possível na educação, para além de trazer benefícios e contribuir não só para a retenção de conteúdos, mas também para o desenvolvimento de habilidades de seus usuários, levando os alunos a uma aprendizagem mais ativa. As aplicações para dispositivos móveis têm registado um crescimento exponencial, de que são exemplo as aplicações para aprendizagem de idiomas, como a aplicação Duolingo. Esta possui diversos recursos para que o usuário aprenda e adquira novas habilidades de comunicação, além de usar estratégias de gamificação estimulando o aprendiz e tornando o processo de aprendizagem mais prazeroso. A aplicação pode se tornar uma tendência no âmbito educacional, pois seus recursos alinhados a uma teoria linguística formam um suporte pedagógico interessante, auxiliando o aluno na apropriação do idioma, na consolidação do vocabulário, no contato diário com a língua inglesa, treino da pronúncia, desenvolvimento da acuidade auditiva e assimilação do conteúdo estudado, com exercícios diversos e recursos variados, como vídeos, músicas, leituras e situações práticas do cotidiano. É neste enquadramento que se apresenta um estudo qualitativo de utilização da aplicação Duolingo na aprendizagem da língua inglesa na Educação de Jovens e Adultos numa escola pública em Brasília, no Brasil. Será aplicado um inquérito por questionário aos alunos e outro aos seus respetivos professores que utilizam a aplicação Duolingo no contexto sala de aula para complementar o ensino da língua inglesa. Este instrumento visa conhecer a opinião dos alunos e professores quanto a satisfação, frequência, aspetos positivos e/ou negativos e se seu uso contribuiu para a aprendizagem e/ou aquisição da língua inglesa, bem como se trouxe dinamismo, incentivo ou resistência à aprendizagem. Após a análise da aplicação e a interpretação cuidadosa dos dados, acreditamos saber dar resposta às questões de investigação seguintes: É possível usar o m-learning e a aplicação Duolingo como uma ferramenta pedagógica no contexto sala de aula para a aprendizagem/aquisição da língua inglesa? As potencialidades da aplicação contribuem realmente para o desenvolvimento de competências linguísticas dos alunos e para que eles aprendam mais e melhor?
Mobile learning or m-learning is a type of learning that uses any mobile device with wireless connectivity as a tool for teaching and learning, having as main characteristics mobility, connectivity, multifunctionality, personalization and accessibility. With the evolution of mobile devices and the development of applications, we are witnessing, more and more, the use of m-learning as a technological mediation tool for teaching and learning, favoring school performance, as it breaks the barriers of the school walls, breaking geographic and time boundaries, providing greater contact with content synchronously and asynchronously, contributing to an innovative, dynamic, motivating, and significant education. In this way, it becomes a possible resource in education, besides bringing benefits and contributing not only to the retention of content, but also to the development of skills of its users, leading students to a more active learning. Applications for mobile devices have seen exponential growth, an example of which are applications for language learning, such as the Duolingo application. This has several features for the user to learn and acquire new communication skills, besides using gamification strategies stimulating the learner and making the learning process more enjoyable. The application may become a trend in the educational field, for its resources aligned with a linguistic theory form an interesting pedagogical support, helping the student in the appropriation of the language, in the consolidation of vocabulary, in daily contact with the English language, pronunciation training, development of listening acuity and assimilation of the content studied, with several exercises and varied resources, such as videos, songs, readings and practical situations of everyday life. It is within this framework, that a qualitative study of the use of the Duolingo application in English language learning in Youth and Adult Education in a public school in Brasília, Brazil, is presented. A questionnaire survey will be applied to students and another to their respective teachers who use the Duolingo application in the classroom context to complement the teaching of the English language. This instrument aims to know the students' and teachers' opinions about satisfaction, frequency, positive and/or negative aspects and whether its use contributed to the learning and/or acquisition of the English language, as well as whether it brought dynamism, incentive, or resistance to learning. After analyzing the application and carefully interpreting the data, we believe to be able to answer the following research questions: Is it possible to use m- learning and the Duolingo application as a pedagogical tool in the classroom context for English language learning/acquisition? Do the potentialities of the application really contribute to a better development of students' linguistic competences and to increase their learning?
Mobile learning or m-learning is a type of learning that uses any mobile device with wireless connectivity as a tool for teaching and learning, having as main characteristics mobility, connectivity, multifunctionality, personalization and accessibility. With the evolution of mobile devices and the development of applications, we are witnessing, more and more, the use of m-learning as a technological mediation tool for teaching and learning, favoring school performance, as it breaks the barriers of the school walls, breaking geographic and time boundaries, providing greater contact with content synchronously and asynchronously, contributing to an innovative, dynamic, motivating, and significant education. In this way, it becomes a possible resource in education, besides bringing benefits and contributing not only to the retention of content, but also to the development of skills of its users, leading students to a more active learning. Applications for mobile devices have seen exponential growth, an example of which are applications for language learning, such as the Duolingo application. This has several features for the user to learn and acquire new communication skills, besides using gamification strategies stimulating the learner and making the learning process more enjoyable. The application may become a trend in the educational field, for its resources aligned with a linguistic theory form an interesting pedagogical support, helping the student in the appropriation of the language, in the consolidation of vocabulary, in daily contact with the English language, pronunciation training, development of listening acuity and assimilation of the content studied, with several exercises and varied resources, such as videos, songs, readings and practical situations of everyday life. It is within this framework, that a qualitative study of the use of the Duolingo application in English language learning in Youth and Adult Education in a public school in Brasília, Brazil, is presented. A questionnaire survey will be applied to students and another to their respective teachers who use the Duolingo application in the classroom context to complement the teaching of the English language. This instrument aims to know the students' and teachers' opinions about satisfaction, frequency, positive and/or negative aspects and whether its use contributed to the learning and/or acquisition of the English language, as well as whether it brought dynamism, incentive, or resistance to learning. After analyzing the application and carefully interpreting the data, we believe to be able to answer the following research questions: Is it possible to use m- learning and the Duolingo application as a pedagogical tool in the classroom context for English language learning/acquisition? Do the potentialities of the application really contribute to a better development of students' linguistic competences and to increase their learning?
Description
Keywords
Aprendizagem Duolingo Língua inglesa m-learning Tecnologias móveis Learning English language Mobile technologies
Citation
Ferreira, Andréa; Patrício, Maria Raquel (2023). Duolingo e suas potencialidades na aprendizagem da língua inglesa. In García-Valcárcel, Ana; Gonçalves, Vitor; Moreira, José António; Gutiez Cuevas, Pilar; Cabezas-González, Marcos; Casillas-Martín, Sonia; García-Hernández, Alién (Eds.) IX Conferência Ibérica de Inovação na Educação com TIC - ieTIC2023: libro de resúmenes. Bragança
Publisher
Instituto Politécnico de Bragança