A aprendizagem de língua inglesa à luz das metodologias ativas e do ensino baseado em tarefas no contexto de ensino remoto

Abstract

This dissertation consists of a qualitative research that aims to verify if the elaboration and implementation of a digital didactic sequence, elaborated in the light of Active Methodologies, Digital Technologies and Task-Based Teaching, enhances the teaching of English with a focus on four language skills, as well as student engagement and autonomy in the context of remote education in a public school in the municipal network of Rio Grande. It also seeks to reflect from the perspective of the students involved on the potential of the virtual didactic sequence with regard to the teaching and learning process in the English language, to investigate the possibilities and limitations of the use of active methodologies and Task-Based Teaching in the context of remote teaching and discuss the process of inserting technologies in the English language class in the remote context. The research product was created using free applications and websites, such as Cambridge Dictionary, Canva, Whatsapp, Google, YouTube, Anchor, and Google Meet. The tasks proposed in the product were activities where the target language was used by the learner for a communicative purpose in order to obtain a result. Thus, students had the chance to practice the language in a similar way to the situations they will face in real situations so that they develop the necessary proficiency to communicate effectively. To start the research, a questionnaire of interests and technological availability was applied and from the responses to it, the digital didactic sequence was elaborated, used in remote English language classes in a 9th grade class at a public school in Rio Grande - LOL. In order to verify the development of students' language skills, the feedback received on the proposed tasks and the recordings of the classes were used as data collection instruments. In order to verify the students' engagement and autonomy, field notes and a new questionnaire were applied at the end of classes. For the reflection from the students 'point of view, the final questionnaire was used as an instrument, to ascertain the possibilities and limitations of the use of active methodologies, field notes and students' productions were used and for the discussion about the insertion of technologies, all the instruments mentioned: field notes, questionnaires, student productions and recordings of the classes. The data obtained were analyzed based on three criteria: a) English language learning in the remote context, b) student engagement and autonomy and c) the potential of the virtual didactic sequence in the light of Active Methodologies and Task-Based Language Teaching. The results obtained showed positive aspects regarding students' learning and autonomy during synchronous and asynchronous tasks, as well as pointing out some limitations regarding the engagement of students in English language classes in the context of remote teaching.