Navegando por Assunto "Regulation of Learning"

Agora exibindo 1 - 1 de 1

Acesso aberto (Open Access)
Práticas de aconselhamento e regulação da aprendizagem em aulas de Português língua estrangeira: em busca de uma integração
(Universidade Federal do Pará, 2021-02-26) OLIVEIRA, Marcia Alves de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054
This study aims at articulating language counseling and formative assessment practices in learning Portuguese as a Foreign Language (PFL) by beginner students who have experienced a context of immersion in Brazil, in an intensive course to prepare for a certification exam in which they must achieve the equivalent to B1 level of the Common European Framework of Reference for Languages (CEFR). The motivation for carrying out this study arose from my personal experience as a language learning advisor and from an interest in understanding how regulatory and self-regulatory processes of formative assessment can be enhanced through counseling practices. However, language learning advising usually takes place outside the classroom, at the pace desired by the learner, and it is not necessarily linked to the learning objects of language classes, as it occurs with formative assessment which is exercised towards learning objectives. The PFL class of the Student-Graduation Agreement Program (PEC-G) of the Federal University of Para (UFPA) has only seven to eight months to pass the exam. So, it is a favorable environment to develop research in formative assessment and counseling practices linked to a pedagogical action. Therefore, this research aims at contributing to a didactic-pedagogical articulation between regulatory and self-regulatory learning processes as well as counseling in language learning to foster students’ autonomy. This study is an action research carried out in a class named pre-PEC-G at the School of Modern Foreign Languages (FALEM) of the Institute of Letters and Communication (ILC) from February to October 2019, adopting a qualitative interpretative approach. Data, although limited, shows the benefits obtained from this integration between formative assessment processes and counseling practices that allowed a significant increase on the cognitive and metacognitive self-regulation of learners regarding their learning process, and, consequently, enhancing the development of their autonomy.