Potencialidades do uso do Duolingo no ensino de Língua Inglesa no Curso Técnico de Agropecuária Integrado ao Ensino Médio do Instituto Federal do Maranhão
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Data
2024
Autores
Orientador
Neuenfeldt, Derli Juliano
Banca
Neuenfeldt , Derli Juliano
Schuck, Rogério José
Forneck, Kári Lúcia
Bencke, Diane Blank
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Resumo
Esta dissertação trata da relação do ensino da Língua Inglesa mediado pelas Tecnologias Digitais da Informação e Comunicação. A Língua Inglesa desempenha um papel essencial em várias áreas do conhecimento e é usada praticamente no mundo todo, sendo considerada uma língua franca. Além disso, a maioria dos jovens atualmente possui algum tipo de dispositivo móvel e demonstra uma grande habilidade ao manusear as funcionalidades disponíveis em seus aparelhos, conseguindo obter informações na internet sem muitas dificuldades. Dessa forma, este estudo investigou potencialidades do uso do aplicativo móvel Duolingo no ensino de língua inglesa nas aulas de uma turma de 3º ano do Ensino Médio no curso de Agropecuária do Instituto Federal do Maranhão. Foram utilizados como embasamento teórico autores como: Castells( 2005, 2010), Lévy (1999, 2011), Kensky (2008, 2010), Moran(2013), Sibilia (2012), Crystal (2003), Menezes(2019) e Leffa (2020), além de outros que orientaram as reflexões sobre o tema investigado. Caracteriza-se como uma pesquisa de abordagem qualitativa, de natureza aplicada, descritiva e considerada também como uma pesquisa de intervenção pedagógica (Damiani et al., 2013) que foi realizada com 30 alunos do curso técnico de Agropecuária. Três etapas nortearam o desenvolvimento dessa pesquisa: a análise de aplicativos de línguas que se destacam na atualidade; a experimentação do uso do aplicativo Duolingo nas aulas de Língua Inglesa e a análise das percepções dos alunos quanto ao uso do app. Para o levantamento e produção de informações foram utilizados como instrumentos um questionário on-line, diário de campo e grupo de discussão. Para analisar e interpretar as informações que foram obtidas nesta pesquisa, foi utilizada a Análise Textual Discursiva de Moraes e Galiazzi (2016), a partir da qual emergiram três categorias: Relação dos estudantes com as tecnologias digitais: o ensino a partir da realidade dos alunos; Potencializando o ensino de inglês com o uso do Duolingo; Percepções dos alunos quanto ao uso do Duolingo nas aulas de inglês. Evidenciou-se que há uma abertura dos alunos para o uso do celular e de aplicativos nas aulas. O uso do aplicativo é uma ferramenta potente no ensino da língua inglesa, mediante o planejamento do professor, apresentando várias potencialidades, mas também algumas limitações no seu uso. Como resultados obtidos, destacamos que as potencialidades do uso do aplicativo no ensino de língua inglesa promoveram um ensino inovador e envolvente, por ser acessível e fácil de usar. Os alunos praticaram o que foi ensinado em outros lugares, além da sala de aula. Além disso, a sua abordagem gamificada aumentou o envolvimento dos alunos e os motivou a usá-lo nas aulas. Dentre as limitações podemos citar algumas como: a necessidade de conexão à internet, gramática simplificada e falta de interação humana. Conclui-se que é fundamental integrar as tecnologias digitais no processo de ensino a fim de torná-lo mais eficaz para os alunos contemporâneos.
This dissertation deals with the relationship between English language teaching mediated by Digital Information and Communication Technologies. The English language plays an essential role in several areas of knowledge and is used practically all over the world, being considered a lingua franca. Furthermore, most young people currently have some type of mobile device and demonstrate great skill in handling the functionalities available on their devices, being able to obtain information on the internet without many difficulties. Thus, this study investigated the potential of using the Duolingo mobile application in teaching English in the classes of a 3rd year high school class in the Agriculture course at the Federal Institute of Maranhão. Authors such as: Castells (2005, 2010), Levy (1999, 2011), Kensky (2008, 2010), Moran (2013), Sibilia (2012), Crystal (2003), Menezes (2019) and Leffa were used as theoretical basis. (2020), in addition to others who guided reflections on the topic investigated. It is characterized as a research with a qualitative approach, of an applied, descriptive nature and also considered as a pedagogical intervention research (Damiani et al., 2013) which was carried out with 30 students from the Agricultural technical course. Three stages guided the development of this research: the analysis of language applications that stand out today; experimenting with the use of the Duolingo application in English language classes and analyzing students' perceptions regarding the use of the app. To collect and produce information, an online questionnaire, field diary and discussion group were used as instruments. To analyze and interpret the information obtained in this research, the Discursive Textual Analysis of Moraes and Galiazzi (2016) was used, from which three categories emerged: Relationship of students with digital technologies: teaching based on the students' reality; Enhancing English teaching with the use of Duolingo; Students' perceptions regarding the use of Duolingo in English classes. It was evident that students are open to using cell phones and applications in classes. Using the application is a powerful tool in teaching the English language, through the teacher's planning, it has several potentialities but also some limitations in its use. As results obtained, we highlight the potential of using the application in teaching English: it promoted innovative and engaging teaching, as it was accessible and easy to use, students practiced what was taught in other places, besides the classroom. Furthermore, its gamified approach increased student engagement and motivated them to use it in classes. As limitations, we can mention some such as: the need for an internet connection, simplified grammar and lack of human interaction. It is concluded that it is essential to integrate digital technologies into the teaching process in order to make it more effective for contemporary students.
This dissertation deals with the relationship between English language teaching mediated by Digital Information and Communication Technologies. The English language plays an essential role in several areas of knowledge and is used practically all over the world, being considered a lingua franca. Furthermore, most young people currently have some type of mobile device and demonstrate great skill in handling the functionalities available on their devices, being able to obtain information on the internet without many difficulties. Thus, this study investigated the potential of using the Duolingo mobile application in teaching English in the classes of a 3rd year high school class in the Agriculture course at the Federal Institute of Maranhão. Authors such as: Castells (2005, 2010), Levy (1999, 2011), Kensky (2008, 2010), Moran (2013), Sibilia (2012), Crystal (2003), Menezes (2019) and Leffa were used as theoretical basis. (2020), in addition to others who guided reflections on the topic investigated. It is characterized as a research with a qualitative approach, of an applied, descriptive nature and also considered as a pedagogical intervention research (Damiani et al., 2013) which was carried out with 30 students from the Agricultural technical course. Three stages guided the development of this research: the analysis of language applications that stand out today; experimenting with the use of the Duolingo application in English language classes and analyzing students' perceptions regarding the use of the app. To collect and produce information, an online questionnaire, field diary and discussion group were used as instruments. To analyze and interpret the information obtained in this research, the Discursive Textual Analysis of Moraes and Galiazzi (2016) was used, from which three categories emerged: Relationship of students with digital technologies: teaching based on the students' reality; Enhancing English teaching with the use of Duolingo; Students' perceptions regarding the use of Duolingo in English classes. It was evident that students are open to using cell phones and applications in classes. Using the application is a powerful tool in teaching the English language, through the teacher's planning, it has several potentialities but also some limitations in its use. As results obtained, we highlight the potential of using the application in teaching English: it promoted innovative and engaging teaching, as it was accessible and easy to use, students practiced what was taught in other places, besides the classroom. Furthermore, its gamified approach increased student engagement and motivated them to use it in classes. As limitations, we can mention some such as: the need for an internet connection, simplified grammar and lack of human interaction. It is concluded that it is essential to integrate digital technologies into the teaching process in order to make it more effective for contemporary students.
Descrição
Palavras-chave
Ensino; Língua Inglesa; TDIC; Duolingo; Teaching; English language; TDIC; Duolingo
Citação
SILVA, Kedman Jesus. POTENCIALIDADES DO USO DO DUOLINGO NO ENSINO DE LÍNGUA INGLESA NO CURSO TÉCNICO DE AGROPECUÁRIA INTEGRADO AO ENSINO MÉDIO DO INSTITUTO FEDERAL DO MARANHÃO. 2023. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 19 dez. 2023. Disponível em: http://hdl.handle.net/10737/4545.