Navegando por Autor "SANTOS, Daniel Carmo"

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Contribuições de uma abordagem processual para o desenvolvimento da escrita em inglês no ensino superior
(Universidade Federal do Pará, 2025-02-27) SANTOS, Daniel Carmo; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; HTTPS://ORCID.ORG/0000-0001-5403-0879; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
Writing is often neglected among the four essential language skills (listening, speaking, reading, and writing) in teaching English as a foreign language (Korth et al., 2017; Martínez, López-Díaz, & Peréz, 2019; Nondabula & Nomlomo, 2023). Considered challenging, writing ends up not being effectively and integratively addressed alongside the other language skills, being reduced to isolated activities in textbooks. Typically, such activities are also designed under the product approach to writing, where the written text is limited to a single version for correction by the teacher. In the undergraduate program of English Language and Literature at the Federal University of Pará (UFPA), Belém campus, students take five courses, Língua Inglesa 1, 2, 3, 4, and 5, to develop fluency in the language. However, writing remains one of the most challenging language skills for students. In light of this, this master's thesis presents research aimed at developing and designing a set of activities, called Write Up!, which uses the process approach to writing to help students in the English Language I course develop their English writing skills. The process approach contrasts with the product approach by considering different stages—planning, drafting, revising, editing, and publishing—that can be revisited to improve the text (Tribble, 1996; Harmer, 2015; Rhalmi, 2018). The methodology adopted in this research involved several stages leading to the materialization of the product, including planning based on bibliographic research, the development of activities, and validation carried out through expert evaluation, classroom testing, and feedback collection from students and the teacher. The results indicated that there is room to work on writing processually during the English Language and Literature course, and that this approach can contribute to the development of students' writing skills. Additionally, there is potential to raise students' awareness of the importance of valuing this skill both in their learning and in their future practices as English teachers.