Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
ALBUQUERQUE, Odla Cristianne Patriota
 |
| Orientador(a): |
BOTTENTUIT JUNIOR, João Batista |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
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| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCH
|
| Departamento: |
DEPARTAMENTO DE SOCIOLOGIA E ANTROPOLOGIA/CCH
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tedebc.ufma.br:8080/jspui/handle/tede/1506
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Resumo: |
This case study research questioned in which way the use of information and communication technologies (ICT) facilitates the English teaching and learning process taking into consideration the network society and the use of technologies for this purpose. In addition, the way ICT are used in English classes was verified, along with the web 2.0 tools most used in the process. Thus, the general objective of this research was to investigate the potential of web 2.0 tools and their use by teachers and students at Yázigi language school, in São Luís, Maranhão. Data from teachers and students were gotten through questionnaires, focus groups and non-participant observations. The data achieved by closed questions were treated with simple statistics supported by Excel software, while open questions concerning the questionnaires and narratives from the focus groups were treated using the content analysis of the statements and opinions regarding the samples. After that, an analysis of all data collected from the subjects involved in the research was carried out in order to correlate them obtaining more accurate conclusions about the use of Web 2.0 tools in the English teaching and learning process by the subjects who took part in the research. Part of the data generated was analyzed keeping in mind the eight principles of Connectivism (indicated by Siemens, 2004), as well as the objectives proposed in this study since its beginning. It was concluded that web 2.0 tools are used by teachers for the planning of lessons and their use in the classroom. In addition, they are used for monitoring learning outcomes via instant (or non-instant) messaging tools, Facebook groups and WhatsApp as well as for monitoring activities results performed by students using House of English. On the other hand, the students use the web 2.0 tools to study the target language in an organic, not conscious, way. It was noticed that they use English as a means of obtaining information on the web as well as developing various tasks, although a language structured study plan was not perceived. Nevertheless, both groups assured it was important to use those tools. Moreover, students have inferred that their interest in studying the target language increases as web 2.0 tools are used in class. It has also been observed throughout the research that the use of mobile devices has fostered new forms of language study, since the learner prefers the use of applications that associates exercises and games with immediate results, and the possibility of instant communication with the teacher. Therefore, new possibilities of studies about the tools related to mobile learning come up. |
