Inglês na Palma da Mão: de um projeto inspirador à construção de um guia digital

Abstract

This research aimed at creating a product to support the digital pedagogical practice of English teachers on WhatsApp application by analyzing data from a work that it is called “English in the Palm of Hand” project which was designed for 25 students of the English language teaching undergraduate program at the Federal University of Pará on WhatsApp application and validating the product by using an Expert Panel composed of three English teachers and three researchers from the fields of language learning and teaching, mobile learning and Information Digital Communication Technologies and Education. The product “English in the Palm of Hand: a guide to support the digital teaching practices on WhatsApp application” provides guidance, three activities and digital materials for English teachers(GIFs, images, videos and PowerPoint Presentation). This study is grounded on theoretical discussions regarding the mobile learning concept (SACCOL; SCHLEMMER; BARBOSA, 2010; BRAGA, 2017, among others), its advantages and limitations (SACCOL; SCHLEMMER; BARBOSA, 2010; SILVA; ROCHA, 2017, to mention a few), mobile learning as a tool on teacher education (BARAN, 2014, among others), the history, definition and features of the WhatsApp application, (LOPES; VAS, 2016, to mention a few), as well as how language is used on application (MARTINS; BATISTA, 2005; MAGNABOSCO, 2009, among others) and finally, the possibilities and limitations of using WhatsApp as a pedagogical tool (OLIVEIRA et al., 2014, to mention a few). This research is considered a qualitative case study (FONSECA, 2002; MARTINS, 2006; DÖRNYEI, 2007).The research instruments were: the students’ interaction records on application, a semi-structured individual interview and the researcher’s field notes. The results point out the relevance of the project actions and activities because they involved aspects of the students' reality and interest, increased the students’ opportunities to use the language, built affective bonds among them, encouraged their reflection and autonomy in their own learning process, as well as presented the challenges and technological, technical, and pedagogical practice limitations related to the methodology in the digital environment. The results of the product validation point out the need of some adjustments related to the text review and correction .The guide was considered relevant to support and inspire English teachers who work in different contexts to apply, think and rethink other activities besides the ones proposed on the guide.