Benefícios do uso de um aplicativo móvel na aprendizagem de uma língua estrangeira
DOI:
https://doi.org/10.18046/syt.v15i40.2391Palavras-chave:
Gamificação, aprendizagem, competência auditiva, Inglês.Resumo
Este artigo tem como objetivo mostrar a forma em que o uso de um aplicativo móvel contribui para o desenvolvimento da compreensão oral em Inglês como estratégia de ensino para gerar uma aprendizagem significativa. A pesquisa foi realizada com um grupo de estudantes do nível A1 segundo o Quadro Europeu Comum de Referência para Línguas, que utilizaram Duolingo durante um semestre letivo. Os resultados indicam que a utilização deste aplicativo tem um impacto positivo sobre o desenvolvimento da capacidade de escuta em Inglês.
Referências
Abadía, I. (2012). Juegos serios para televisión digital interactiva: revisión de literatura y definiciones. Sistemas & Telemática, 10(22), 149-157. doi:10.18046/syt.v10i22.1270
Borrero, F., Sanjuán, P., & Ramírez, G. (2015). Técnicas de gamificación en el turismo, prueba de aplicación, Casa Museo Mosquera. Sistemas & Telemática, 13(33), 63-76. doi:10.18046/syt.v13i33.2081
Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy [2nd ed.]. London, UK: Longman.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011a). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). New York, NY: ACM.
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011b). Gamification: Using game-design elements in non-gaming contexts. In CHI'11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428). New York, NY: ACM.
European Council. (2001). Common European framework for languages: Learning, teaching, assessment. Strasbourg, France: Council for Cultural Cooperation.
Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. In: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013. Chesapeake, VA, AACE.
Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75. doi:10.1016/S0346-251X(99)00060-3
Gómez, C. & Lazo, C. (2015). Modelo de integración educomunicativa de “apps” móviles para la enseñanza y aprendizaje. Revista de Medios y Educación, 46, 137-153.
González, H. (2015). La integración de la tecnología como herramienta significativa en la enseñanza de inglés como lengua extranjera. Revista Horizontes Pedagógicos, 17(1), 53-66.
Jordan, P. (2012). Games and learning: Gamification in formal educational settings. Retrieved from: https://pdfs.semanticscholar.org/b1e9/042863e712d13cb788bcd807d51267d51017.pdf
Jung, H. (2015). Fostering an English teaching environment: Factors influencing English as a foreign language teacher’s adoption of mobile learning. Informatics in Education, 14(2), 219-241.
López, F. & Silva, M. (2013). Factores que inciden en la aceptación de los dispositivos móviles para el aprendizaje en educación superior. Estudios sobre Educación, 30, 175-195.
Orozco, A.M., Baeza, D., Navarro, A., & Llano, G. (2012). Del videojuego a la realidad: sistema interactivo para la seguridad vial. Sistemas & Telemática, 10(22), 37-50. doi: 10.18046/syt.v10i22.1259.
Rahimi, M. & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching, 8(10), 152-161.
Ramos, L. & Valderruten, A (2014). Beneficios del uso de tecnologías inalámbricas de respuesta en exámenes de inglés. [Con]textos, 3(12), 45-54. doi: 10.21774/ctx.v3i12.477
Richards, J. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-240.
Richards, J., Cory-Wright, K., & Pianco, S. (2005). Interchange intro teachers’ resource book [3rd ed.]. Cambridge, UK: Cambridge University Press.
Rollings, A. & Adams, E. (2003). On game design. Indianapolis, IN: New Riders.
Rosell-Aguilar, F. (2007). Top of the pods-in search of a podcasting “Pedagogy” for language learning. Computer Assisted Language Learning, 20, 471-492. doi:10.1080/09588220701746047
Smith- Robbins (2011). This game sucks: How to improve the gamification of education. Educause Review, 46(1), 58-59.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409. doi:10.1111/j.1944-9720.1997.tb02362.x
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3-25. doi:10.1017/S0267190504000017
Vandergrift, L., (2002). Listening: Theory and practice in modern foreign language competence. Retrieved from: https://www.llas.ac.uk//resources/gpg/67
von Ahn, L. (2011). Utilizando el poder de millones de mentes humanas [video: TED Rio de la Plata, 2011]. Retrieved from: https://www.youtube.com/watch?v=x1ShVyBm8GU
Borrero, F., Sanjuán, P., & Ramírez, G. (2015). Técnicas de gamificación en el turismo, prueba de aplicación, Casa Museo Mosquera. Sistemas & Telemática, 13(33), 63-76. doi:10.18046/syt.v13i33.2081
Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy [2nd ed.]. London, UK: Longman.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011a). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). New York, NY: ACM.
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011b). Gamification: Using game-design elements in non-gaming contexts. In CHI'11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428). New York, NY: ACM.
European Council. (2001). Common European framework for languages: Learning, teaching, assessment. Strasbourg, France: Council for Cultural Cooperation.
Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. In: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013. Chesapeake, VA, AACE.
Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75. doi:10.1016/S0346-251X(99)00060-3
Gómez, C. & Lazo, C. (2015). Modelo de integración educomunicativa de “apps” móviles para la enseñanza y aprendizaje. Revista de Medios y Educación, 46, 137-153.
González, H. (2015). La integración de la tecnología como herramienta significativa en la enseñanza de inglés como lengua extranjera. Revista Horizontes Pedagógicos, 17(1), 53-66.
Jordan, P. (2012). Games and learning: Gamification in formal educational settings. Retrieved from: https://pdfs.semanticscholar.org/b1e9/042863e712d13cb788bcd807d51267d51017.pdf
Jung, H. (2015). Fostering an English teaching environment: Factors influencing English as a foreign language teacher’s adoption of mobile learning. Informatics in Education, 14(2), 219-241.
López, F. & Silva, M. (2013). Factores que inciden en la aceptación de los dispositivos móviles para el aprendizaje en educación superior. Estudios sobre Educación, 30, 175-195.
Orozco, A.M., Baeza, D., Navarro, A., & Llano, G. (2012). Del videojuego a la realidad: sistema interactivo para la seguridad vial. Sistemas & Telemática, 10(22), 37-50. doi: 10.18046/syt.v10i22.1259.
Rahimi, M. & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching, 8(10), 152-161.
Ramos, L. & Valderruten, A (2014). Beneficios del uso de tecnologías inalámbricas de respuesta en exámenes de inglés. [Con]textos, 3(12), 45-54. doi: 10.21774/ctx.v3i12.477
Richards, J. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-240.
Richards, J., Cory-Wright, K., & Pianco, S. (2005). Interchange intro teachers’ resource book [3rd ed.]. Cambridge, UK: Cambridge University Press.
Rollings, A. & Adams, E. (2003). On game design. Indianapolis, IN: New Riders.
Rosell-Aguilar, F. (2007). Top of the pods-in search of a podcasting “Pedagogy” for language learning. Computer Assisted Language Learning, 20, 471-492. doi:10.1080/09588220701746047
Smith- Robbins (2011). This game sucks: How to improve the gamification of education. Educause Review, 46(1), 58-59.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409. doi:10.1111/j.1944-9720.1997.tb02362.x
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3-25. doi:10.1017/S0267190504000017
Vandergrift, L., (2002). Listening: Theory and practice in modern foreign language competence. Retrieved from: https://www.llas.ac.uk//resources/gpg/67
von Ahn, L. (2011). Utilizando el poder de millones de mentes humanas [video: TED Rio de la Plata, 2011]. Retrieved from: https://www.youtube.com/watch?v=x1ShVyBm8GU
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2017-04-05
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Esta publicação está licenciada sob os termos da licença CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/deed.pt_BR).
