Navegando por Assunto "English"

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Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Tell me a story!: jogo de cartas digitais para o desenvolvimento da comunicação oral em língua inglesa no ensino superior
(Universidade Federal do Pará, 2022-05-26) CRUZ, Ana Paula Viana Dias; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879
This thesis aims to develop the game Tell me a story! as the Professional Master's project in Teaching in Creativity and Innovation in Higher Education Methodologies Graduate Program at Federal University of Pará (UFPA). This digital game is a resource that aims to foster oral communication of either English students from English Language and Literature Courses or other educational contexts, such as basic education. The research has its methodological foundation in Design Thinking approach (CAVALCANTI; FILATRO, 2016) and Game Design approach (ROLLING; ADAMS, 2003; MITGUTSCH; ALVARADO, 2012; SCHELL, 2015) and it presents a qualitative, exploratory and descriptive approach. It was carried out in the Língua Inglesa II course, in the English Language and Literature Course at Federal University of Pará, Belém campus, during remote teaching format. The research participants were 20 (twenty) students, of which only 3 (three) of them completed all the stages of the game development. The educational product (game) was validated by a Panel of Experts, which was composed of two invited experts on instructional material development for virtual learning environments and on English Language Learning and Teaching. Each of them has experience in one of the fields applied in this study as the validation criteria. From the testing and validation stages, Tell me a story! showed to decrease language communication tension due to its playful features; it fostered vocabulary related to everyday life, thus encouraging students to communicate orally about familiar subjects; it promoted the interaction between students of different language skills; and it allowed students to be protagonists, autonomous and decision-makers about their own strategies in the game and in their oral narrative building. Thus, this master’s thesis and the educational game developed from it contribute to pre-service and in-service English teachers and teachers from other educational contexts, who aim to design and apply digital games in their classroom through Design thinking e Game design due to foster oral communication in the target language. In this sense, the potential to create educational and pedagogical alternatives belongs to all educators.