Aprendizagem da Língua Inglesa com Tablets: Um Estudo com Alunos com Necessidades Educativas Especiais
Journal Title: Sisyphus – Journal of Education - Year 2019, Vol 7, Issue 1
Abstract
RESUMO O impacto favorável da integração das tecnologias móveis nos processos de aprendizagens em sala de aula apresenta-se atualmente como um tema complexo onde a investigação ainda não encontrou consenso. Contudo, os benefícios da tecnologia móvel para os alunos com necessidades educativas especiais tendem a ser recorrentemente evidenciados na literatura. O presente trabalho apresenta os resultados de um estudo desenvolvido com tablets no 3o ciclo do ensino básico num colégio na área de Lisboa, especificamente na aprendizagem da Língua Inglesa. A implementação de um programa de integração de tablets, ao longo de um ano letivo, permitiu a recolha de dados quantitativos e qualitativos, com vista a explorar afinidades entre a aprendizagem móvel e a aprendizagem de línguas estrangeiras. O estudo foca-se na análise das seguintes variáveis: motivação para aprendizagem da Língua Inglesa, competência comunicativa (especificamente, produção oral em língua inglesa) e competência digital, comparando-se alunos com e sem necessidades educativas especiais. De um total de 106 alunos do 7o e 8o anos, analisam-se os resultados encontrados nas variáveis indicadas junto de 13 alunos com dificuldades específicasdeaprendizagem,comparativamente aumgrupode19alunosescolhidosaleatoriamenteparaconstituir um grupo amostral numericamente equivalente. Os resultados revelaram-se favoráveis, encontrando-se melhorias em ambos os grupos e algumas diferenças entre eles. ABSTRACT The favourable impact of integrating mobile technologies into the learning processes in the classroom is currently a complex subject where research has not yet found consensus. However, the benefits of mobile technology for students with special educational needs tend to be recurrently evidenced in the literature. The results of a study developed with tablets in the 3rd cycle of basic education in a school in the Lisbon area, specifically in English language learning, are hereby presented. The implementation of a tablet integration program over the course of a school year allowed the collection of quantitative and qualitative data to explore the affinities between mobile learning and foreign language learning. The study focuses on the following variables: motivation for English language learning, communicative competence (specifically, oral production in English) and digital competence, comparing students with and without special educational needs. From a total of 106 students in the 7th and 8th grades, we analyse the results found in the variables indicated for 13 students with specific learning difficulties, compared to a group of 19 students randomly chosen to constitute a numerically equivalent sample group. The results were favourable, with improvements in both groups and some differences between them.
Authors and Affiliations
Sílvia Roda Couvaneiro, Neuza Pedro
Keywords
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- EP ID EP483282
- DOI 10.25749/sis.15859
- Views 138
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