Escrita colaborativa de textos argumentativos em um curso de ILE de modalidade mista: percepções e autoavaliação de docentes de inglês em formação
DOI:
https://doi.org/10.17533/udea.ikala.v25n02a10Palavras-chave:
aprendizagem colaborativa, escrita em inglês como L2, Web 2.0, alfabetização digital, formação de professores de inglês, inglês como língua estrangeira, aprendizagem semipresencialResumo
Este estudo misto procurou revelar as percepções e a autoavaliação do desempenho na produção escrita em inglês como L2 de estudantes de pedagogia em inglês de uma universidade chilena, prévio ao estágio profissional. Trinta e três estudantes participaram em doze sessões de aulas semipresenciais sobre escrita argumentativa colaborativa assistida por um serviço de armazenagem e sincronização de arquivos. Os dados coletaram-se por meio de uma entrevista semiestruturada, uma enquete com escala Likert e uma grade de autoavaliação elaborada pelos pesquisadores. Os resultados revelam percepções positivas sobre escrita colaborativa, um alto nível de satisfação com a avaliação de deveres, qualidade da interação e o estabelecimento de metas. Também mostraram uma relação significativa entre a percepção e a autoavaliação do processo de escrita. Os resultados sugerem considerar a escrita colaborativa semipresencial na formação docente orientada a desenvolver competências comunicativas em L2. Isso ajudaria os docentes em formação para maximizar sua habilidade de produção escrita em inglês e reforçar suas habilidades interpessoais enquanto aprendem a segunda língua.
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