BDTD - Biblioteca Digital de Teses e Dissertações
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2289
Biblioteca Digital de Teses e Dissertações da UFPA (BDTD). Sistema Eletrônico de Teses e Dissertações (TEDE). Projeto BDTD/UFPA e Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT).
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Item Acesso aberto (Open Access) Oral Skill Development Assistant (O.S.D.A.): conjunto de atividades com o uso do Voicethread para o desenvolvimento da produção oral para alunos de licenciatura em letras-língua inglesa(Universidade Federal do Pará, 2021-08-05) TORRES, Rayza Cristina Bahia; ARAÚJO, Marcus de SouzaThis research aimed to develop an educational product to help students of the English Language II discipline, from the major in Languages–English Language, at the Faculty of Modern Foreign Languages, Federal University of Pará, to develop oral skills in the target language. The product named Oral Skill Development Assistant (O.S.D.A.) presents eight proposals for activities based on the communicative approach, planned on the VoiceThread platform and validated by an Expert Panel composed of two professors from the area of teaching and learning. The theoretical framework is based on the concepts that permeate the teaching and learning process in a foreign language (ELLIS, 1998; ALMEIDA FILHO, 1998; MICCOLI, 2011; among others), in the theories of language acquisition (CHOMSKY, 2006; VYGOTSKY, 2007; MIZUKAMI, 2013; among others), in the communicative approach (NUNAN, 1989; BROWN, 2001; LEFFA, 2016; among others), in oral production in English (DÖRNYEI; SCOTT, 1997; HEDGE, 2001; GOH; BURNS, 2012; among others), in technologies in the teaching and learning process (KENSKI, 2007; BRAGA, 2013; MCQUIGGAN, 2015; among others) and, finally, in the use of the VoiceThread tool (BUSH, 2009; FADINI, 2014; ADELL, 2021; among others) The research, of a qualitative nature, has the case study methodology (SAMPIERI, 2013; CRESWELL, 2014; COSTA; LOPES, 2015; among others). Data were generated through oral records of student interactions with the VoiceThread tool from the performance of the proposed activities, two questionnaires - one applied at the beginning of the course and another at the end, both for students, and the evaluation of the product by the two teachers in the Expert Panel. The results show that the five research participants were able to improve their oral practices in English through the use of the VoiceThread tool and the feedback received from the researcher. The results also reveal that the Expert Panel indicated the need to make adjustments regarding the context of some activities, which was met. The educational product proved to be relevant as an integrating element to the English Language II discipline for students to practice their communicational development.Item Acesso aberto (Open Access) S.O.S. – Stimulate Our Skills: guia de estratégias didáticas criativas para o ensino e aprendizagem na licenciatura em letras-língua inglesa(Universidade Federal do Pará, 2021-08-13) MORAES FILHO, Moacir José de Almeida; ARAÚJO, Marcus de Souza; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415Recent researches state that students entering Higher Education, in undergraduate courses in English Language courses, show difficulties in developing productive skills – speaking and writing. Therefore, this research started from the following focus question: How can we assist students of undergraduate courses in English Language in the development of linguistic skills of speaking and writing in English, through creative didactic activities, based on studies on Active Learning Methodologies and the Communicative Approach? Hence, the general objective outlined was the development of S.O.S. – Stimulate Our Skills, a guide of creative teaching activities to help teachers of undergraduate courses in English Language to foster the development of productive language skills in English in their students, using creative teaching strategies based on Active Learning Methodologies and the Communicative Approach. To this end, I studied theorists and researchers such as Torre (2002), Veit (2017), Lacerda and Santos (2018), Filatro and Cavalcanti (2018), Leal, Miranda and Casa Nova (2019) and Moran (2020), concerning Active Learning Methodologies, and Bygate (1987), Brown (2001), Nunan (2003), Cook (2008), Abreu (2009), Quisen (2015) and Oliveira (2019), on teaching and learning processes of English Language. Regarding the research methodology adopted, it is possible to classify it as a mixed approach, in relation to data collection, and as an applied research, when taking into account the level of investigation. In terms of research objectives, it is considered as descriptive of opinion (ABRANTES, 2007). Among the procedures adopted during the research, there was a participant observation in the English Language II course, offered by the Faculty of Modern Foreign Languages, at the Federal University of Pará, where two creative didactic activities that served as a basis for the development of the other components of the product were tested. As a result, it was observed that even though the traditional teaching methodology is still adopted in some contexts of teaching and learning of English Language in Higher Education, active learning methodologies and creative didactic strategies can contribute to a better interaction between students, fostering autonomy and collaborative learning. In this sense, the proposed educational product has the potential to promote meaningful learning and the development of productive language skills in students of an English Language course.