“Fonte de estrese” ou “Oásis de paz”: percepções de estudantes de graduação sobre a avaliação de uma aula de fonética inglesa presencial e online
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a09Palavras-chave:
avaliação, fonética inglesa, percepções de estudantes, ensino online, TIC, COVID-19, inglês como língua estrangeiraResumo
A repentina necessidade de passar do ensino tradicional nas salas de aula para a docência e a avaliação online, por conta da pandemia da covid-19, não só implicou desafios consideráveis para os docentes, mas também para os estudantes. O estudo de método misto que apresenta este artigo comparou as respostas cognitivas, afetivas e comportamentais de estudantes universitários polacos às avaliações realizadas em dois cursos práticos de fonética inglesa durante um semestre em modalidade presencial e um semestre em modalidade virtual. Os dados quantitativos foram coletados por meio de um questionário online que consistiu em três categorias de escalas semânticas diferenciais. Os dados qualitativos foram obtidos por meio de desenhos, enquetes de perguntas abertas e entrevistas individuais com os estudantes. Os resultados das provas t revelaram diferenças importantes nas percepções dos estudantes em termos cognitivos e comportamentais. Os dados qualitativos revelaram que, se bem os estudantes valoraram muito bem a avaliação formativa no curso, o modo virtual enfraqueceu seu compromisso e interesse na realimentação . Também se observou que as percepções dos estudantes sobre a avaliação presencial e virtual estiveram determinadas em grande medida por suas diferenças individuais e suas preferências de aprendizagem. O estudo faz ênfase na importância de empregar técnicas para diminuir a ansiedade tanto nas aulas presenciais quanto virtuais e a necessidade de promover as destrezas de aprendizagem autônomo nos estudantes e graduação.
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