Sing and learn: análise da recepção de uma ferramenta virtual de ensino de línguas

Mariana Backes  Nunes; Melissa Giovana  Lazzari; Patrícia da Silva Campelo Costa  Barcellos; Michele Moraes de  Moraes

doi:10.35699/1983-3652.2020.24389

Authors

Mariana Backes Nunes Universidade do Vale do Rio dos Sinos https://orcid.org/0000-0003-3315-6370
Melissa Giovana Lazzari Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0002-7819-9326
Patrícia da Silva Campelo Costa Barcellos Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0002-5142-4730
Michele Moraes de Moraes Universidade Federal do Rio Grande do Sul

DOI:

https://doi.org/10.35699/1983-3652.2020.24389

Keywords:

Sing and learn, CALL, Learning strategies

Abstract

Digital information and communication technologies are present in our daily lives at all times, and they also have an influence on foreign language teaching-learning processes by providing authentic material and real audience to learners. The virtual tool Sing and Learn is a lyric-based English language study website, which not only provides listening comprehension exercises, but also offers vocabulary, grammar, reading and writing practice to instigate students to use different learning strategies (MORAES, 2017). The present work then seeks to analyze from the concept of learning strategies (OXFORD, 1990; 2003) a lesson performed in Sing and Learn, as well as the reception of the mentioned tool by university students. Thus, the research data was obtained through a virtual questionnaire applied to students of an Instrumental English discipline after completing the lesson. As a method of data analysis, a classification was built, based on Saldaña (2012), using codes for the answers given by students to the open questions proposed in the questionnaire. The results of the study show an acceptance of the tool by the learners, verifying that it has a lot to contribute to the teaching-learning of English language.

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Author Biographies

Melissa Giovana Lazzari, Universidade Federal do Rio Grande do Sul

Graduanda em Letras (Licenciatura em língua inglesa, língua portuguesa e suas respectivas literaturas) pela Universidade Federal do Rio Grande do Sul. Participa como bolsista de Iniciação Cientifica CNPq do grupo de pesquisa "Significação, Forma e Contexto", com interesse em teoria e análise linguística. Tem experiência na área de ensino de língua estrangeira, tendo atuado como bolsista SEAD (Secretaria de Educação a Distância) e de Iniciação Cientifica em um grupo de pesquisa com interesse no ensino de língua estrangeira mediado por tecnologia.

Michele Moraes de Moraes, Universidade Federal do Rio Grande do Sul

Possui graduação em Ciências Contábeis pela Pontifícia Universidade Católica do Rio Grande do Sul(1999). Tem experiência na área de Letras.

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