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Gostaria de aproveitar esta oportunidade para explicar minha escolha de escrever
minha dissertação em português do Brasil, meu idioma nativo. Como pesquisadora
brasileira, acredito ser importante usar uma língua que melhor me permita expressar
minhas ideias e argumentos de maneira clara e precisa, o que me proporcionou um
maior conforto e confiança na transmissão das minhas ideias e isso foi crucial para
garantir que minha pesquisa fosse realizada de maneira adequada e que a mensagem
que desejo transmitir seja clara e precisa. A dissertação analisa as potencialidades do
aplicativo Duolingo como ferramenta de Tecnologia da Informação e Comunicação
no ensino da Língua Inglesa em sala de aula. O estudo foi conduzido em uma escola
pública em Brasília, Brasil, onde alguns professores utilizaram o aplicativo antes e
após a pandemia de COVID-19, contribuindo para a coleta de dados. Na parte teórica,
abordamos o conceito de "competência" desde Chomsky (1965) até o modelo de
competências comunicativas de Almeida Filho (1993). Também exploramos o ELearning, focando no M-Learning, objeto de estudo, com definições, contribuições de
autores e um breve histórico do ensino de Língua Inglesa no Brasil. Apresentamos
outros aplicativos com propostas semelhantes, destacando o Duolingo desde sua
criação como site até sua transformação em aplicativo, incluindo dados de uso, análise
teórica, aspectos técnicos e motivação para sua escolha. Na parte experimental,
desenvolvemos dois questionários: o Questionário 1 foi aplicado para 3 professores de
Língua Inglesa e o Questionário 2 para 87 alunos do nono ano do Ensino de Jovens e
Adultos. Realizamos também entrevistas com um professor e um aluno, utilizando
roteiros abertos. Os resultados indicaram que o uso direcionado do Duolingo contribui
para o aprendizado, especialmente na dinâmica e fixação de conteúdos, destacando a
importância da interação entre Professor, Conteúdo, Tecnologia e Aluno.
Defendo a utilização do Duolingo como componente pedagógica positiva para o
ensino da Língua Inglesa em sala de aula. O aplicativo proporciona ao aluno contato
diário com o idioma, permitindo a prática e o desenvolvimento de habilidades oral,
auditiva, escrita e visual, alinhadas às orientações do professor em sala de aula.
I would like to take this opportunity to explain my choice of writing my dissertation in Brazilian Portuguese, my native language. As a Brazilian researcher, I believe it is important to use a language that allows me to express my ideas and arguments clearly and precisely, providing me with greater comfort and confidence in conveying my thoughts. This was crucial to ensure that my research was conducted appropriately and that the intended message is conveyed clearly and accurately. The dissertation examines the potentialities of the Duolingo application as a tool for Information and Communication Technology in the teaching of English in the classroom. The study was conducted in a public school in Brasília, Brazil, where some teachers used the application before and after the COVID-19 pandemic, contributing to data collection. In the theoretical framework, we delve into the concept of "competence" from Chomsky (1965) to Almeida Filho's model of communicative competences (1993). We also explore E-Learning, focusing on M-Learning as the object of study, presenting definitions, contributions from various authors, and providing a brief historical overview of English language teaching in Brazil. We introduce other applications with similar proposals, emphasizing Duolingo from its inception as a website to its transformation into an application, including usage data, theoretical analysis, technical aspects, and the rationale for its selection. In the experimental phase, two questionnaires were developed: Questionnaire 1 was administered to three English language teachers, and Questionnaire 2 to 87 ninth-grade students in the Youth and Adult Education program. Interviews were conducted with one teacher and one student, using open-ended scripts. The results indicated that the targeted use of Duolingo contributes to learning, particularly in the dynamics and retention of content, underscoring the importance of the interaction between Teacher, Content, Technology, and Student. I advocate for the use of Duolingo as a positive pedagogical component in the teaching of English in the classroom. The application provides daily exposure to the language, enabling the practice and development of oral, auditory, written, and visual skills in alignment with the guidance provided by the teacher in the classroom.
I would like to take this opportunity to explain my choice of writing my dissertation in Brazilian Portuguese, my native language. As a Brazilian researcher, I believe it is important to use a language that allows me to express my ideas and arguments clearly and precisely, providing me with greater comfort and confidence in conveying my thoughts. This was crucial to ensure that my research was conducted appropriately and that the intended message is conveyed clearly and accurately. The dissertation examines the potentialities of the Duolingo application as a tool for Information and Communication Technology in the teaching of English in the classroom. The study was conducted in a public school in Brasília, Brazil, where some teachers used the application before and after the COVID-19 pandemic, contributing to data collection. In the theoretical framework, we delve into the concept of "competence" from Chomsky (1965) to Almeida Filho's model of communicative competences (1993). We also explore E-Learning, focusing on M-Learning as the object of study, presenting definitions, contributions from various authors, and providing a brief historical overview of English language teaching in Brazil. We introduce other applications with similar proposals, emphasizing Duolingo from its inception as a website to its transformation into an application, including usage data, theoretical analysis, technical aspects, and the rationale for its selection. In the experimental phase, two questionnaires were developed: Questionnaire 1 was administered to three English language teachers, and Questionnaire 2 to 87 ninth-grade students in the Youth and Adult Education program. Interviews were conducted with one teacher and one student, using open-ended scripts. The results indicated that the targeted use of Duolingo contributes to learning, particularly in the dynamics and retention of content, underscoring the importance of the interaction between Teacher, Content, Technology, and Student. I advocate for the use of Duolingo as a positive pedagogical component in the teaching of English in the classroom. The application provides daily exposure to the language, enabling the practice and development of oral, auditory, written, and visual skills in alignment with the guidance provided by the teacher in the classroom.
Description
Keywords
Aprendizado da língua inglesa Competências comunicativas Duolingo Ensino de jovens e adultos Tecnologias digitais