PADLET: CONSTRUINDO A AUTONOMIA NA APRENDIZAGEM DE INGLÊS
Keywords:
Padlet, Autonomy, Web tools for teaching FLAbstract
This paper aims to present the preliminary results of a research still in progress. The experiment was started in 2014. The initial project was requirement to complete the Building Teaching Skills Through the Interactive Web Course, conducted through the E-Teacher Scholarship Program offered by the University of Oregon. The main purpose of the course was to provide teachers with Web tools to solve their teaching problems. The objective of this research, in the context in which it is carried out, is to seek for solutions to maximize the twohour weekly class time, improve the results of the least independent learners, develop their autonomy and motivate them to take the leading role in their learning process. The Web tool that has been used is Padlet - an online service that works like a bulletin board where students can publish and share texts, photos, links and videos. They can perform tasks proposed and mediated by the teacher and there is space for comments among classmates to provide the discussion of lessons and to get feedback. This study is based on the concept of "learner autonomy" Holec (1981) and on the contributions of Thanasoulas (2000) and Little (2006), in addition to the proposals, principles and guidelines of the European Council for language learning (2000-2004). It was applied a semi-structured questionnaire to assess the results and the data were analyzed qualitatively. The results show that, the tool can be helpful in the development of autonomy, which confirms the initial hypothesis, but contradictorily, the adhesion of students to the tasks is still reduced. That justifies the research to be continued for adjustments and achievement of better results.
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