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Língua inglesa e tecnologia no ensino superior: regime presencial vs a distância
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Abstract(s)
A tecnologia oferece novas potencialidades no que respeita ao ensino e aprendizagem de línguas estrangeiras, pelo que, nesta comunicação, apresentamos os resultados de um questionário aplicado
a docentes de língua inglesa provenientes de instituições portuguesas de ensino universitário e politécnico no ano letivo de 2015/2016. O objetivo deste estudo prende-se com a identificação de práticas de docência ao nível do ensino superior, considerando o facto de alguns cursos se encontrarem hoje a ser ministrados na modalidade online e a escassez de dados acerca desta nova realidade. Foram, portanto, considerados os seguintes tópicos à luz da distinção entre os regimes presencial e a distância: atitudes e uso da tecnologia, ferramentas e recursos; ferramentas web 2.0 utilizadas para o desenvolvimento de competências de compreensão e expressão oral e escrita; avaliação com recurso à tecnologia. Trata-se de um estudo de cariz quantitativo e teor descritivo que se enquadra num projeto de doutoramento e os dados foram recolhidos a partir de um questionário online. Os resultados apontam para uma certa recetividade dos docentes em relação à tecnologia na sua prática de ensino da língua inglesa. O computador é o recurso mais utilizado em ambos os regimes e pode concluir-se, ainda, que não se registam diferenças significativas entre o presencial e o ensino a distância. Relativamente às ferramentas web 2.0, são utilizadas principalmente para o desenvolvimento das
competências de escrita no regime presencial e de leitura no ensino a distância. Os respondentes não recorrem com frequência à tecnologia em contextos de avaliação; contudo, o instrumento mais utilizado neste âmbito é o quiz online de escolha múltipla. Em suma, pode concluir-se que os docentes utilizam a tecnologia na sua prática docente com alguma frequência. Encontram-se resultados na literatura que atestam esta recetividade, ainda que não exatamente no contexto do desenvolvimento de competências de comunicação no ensino superior. O facto de o computador ser o recurso mais utilizado em ambos os regimes mostra que as
tecnologias móveis não são ainda utilizadas a este nível. Além disso, o uso de ferramentas web 2.0 usadas sobretudo para o desenvolvimento de competências de leitura e escrita em ambos os regimes parece apontar para uma certa desatenção em relação ao desenvolvimento de competências de compreensão e expressão oral. Preconiza-se, todavia, que a tecnologia pode desempenhar um papel importante no equilíbrio de todo este processo.
Technology brings new opportunities for teaching and learning foreign languages, so, in this article, we present the findings of a survey conducted on English language lecturers from Portuguese university and polytechnic institutions in order to find out how technology is integrated in this context. The purpose of the study is to identify teaching practices in higher education, bearing in mind the fact that some courses are now being taught online and data regarding this area is very scarce. Therefore, the following topics were considered in the light of face to face and distance learning: attitudes and use of technology; tools and resources; web 2.0 tools used for developing listening, speaking, reading and writing skills; technology-enhanced assessment. This is a quantitative and descriptive study that is part of a doctoral project and data was collected through an online survey. The results show that lecturers are open to the use of technology in their English teaching practice. We can also conclude that the computer is the most prevalent resource in both methods and that there are no significant statistical differences between face-to-face and distance learning. As far as web 2.0 tools are concerned, they seem to be mainly used for developing writing skills in face-to-face contexts and reading skills in distance learning. Respondents don’t seem to make a regular use of technology for assessment; nevertheless, the most used instrument in this area is the multiple-choice online quiz. In conclusion, we can say that faculty seem to be receptive to the use of technology. We can find similar results in other studies, although the use of technology for the development of communication skills in higher education is not a very common topic. The fact that the computer is the most used resource in both face to face and distance learning methods shows that smartphones and mobile learning, for instance, are not very popular in this level. Moreover, the use of web 2.0 to develop reading and writing skills in both methods can mean that listening and speaking skills are somehow disregarded. We believe, however, that technology can play an important role in this process.
Technology brings new opportunities for teaching and learning foreign languages, so, in this article, we present the findings of a survey conducted on English language lecturers from Portuguese university and polytechnic institutions in order to find out how technology is integrated in this context. The purpose of the study is to identify teaching practices in higher education, bearing in mind the fact that some courses are now being taught online and data regarding this area is very scarce. Therefore, the following topics were considered in the light of face to face and distance learning: attitudes and use of technology; tools and resources; web 2.0 tools used for developing listening, speaking, reading and writing skills; technology-enhanced assessment. This is a quantitative and descriptive study that is part of a doctoral project and data was collected through an online survey. The results show that lecturers are open to the use of technology in their English teaching practice. We can also conclude that the computer is the most prevalent resource in both methods and that there are no significant statistical differences between face-to-face and distance learning. As far as web 2.0 tools are concerned, they seem to be mainly used for developing writing skills in face-to-face contexts and reading skills in distance learning. Respondents don’t seem to make a regular use of technology for assessment; nevertheless, the most used instrument in this area is the multiple-choice online quiz. In conclusion, we can say that faculty seem to be receptive to the use of technology. We can find similar results in other studies, although the use of technology for the development of communication skills in higher education is not a very common topic. The fact that the computer is the most used resource in both face to face and distance learning methods shows that smartphones and mobile learning, for instance, are not very popular in this level. Moreover, the use of web 2.0 to develop reading and writing skills in both methods can mean that listening and speaking skills are somehow disregarded. We believe, however, that technology can play an important role in this process.
Description
Keywords
Docentes Inglês para fins específicos Tecnologia Ensino superior Competências de comunicação Faculty ESP Technology Higher education Communication skills
Citation
Chagas, L. & Pedro, N. (2017, maio 19-20). Língua inglesa e tecnologia no ensino superior: regime presencial vs a distância [Conference paper]. Atas da VI Conferência Internacional Investigação, Práticas e Contextos em Educação, Leiria, Portugal
Publisher
Politécnico de Leiria