Banca de DEFESA: DÉBORA LUCIANA CORRÊA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : DÉBORA LUCIANA CORRÊA
DATA : 11/03/2019
HORA: 14:30
LOCAL: Sala 330 do Campus I
TÍTULO:

Inter-relação entre motivação e autonomia na aprendizagem de inglês por meio do uso deliberado de tecnologia digital



PALAVRAS-CHAVES:

 

inter-relation between motivation and autonomy; beliefs; digital technology.



PÁGINAS: 99
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
RESUMO:

Within the current national educational scenario, the teaching of English in Brazil, in a certain way, seeks to establish an integration with digital technology. This leads the school to think students outside the classroom, focusing their role in society. As far as schools make this move, they facilitate the learning process, increase students´ expectation and success, make the curriculum meaningful and stimulate motivation, agency and autonomy development (KALANTZIS; COPE, 2010). In this way, learning is extended beyond the classroom and takes place anywhere at any time (COPE; KALANTZIS, 2008). Learner becomes agent of his/her own knowledge and connect learning to his/her own experiences and interests. In order to investigate autonomous students´ motivation departing from their beliefs and actions related to digital technology use to learn English outside school, this study proposed an applied nature research with qualitative approach and exploratory orientation, using a multiple case study design. The study was conducted at a private regular school in Sete Lagoas, MG/ Brazil, called SESI, from elementary and high school students who declared to use the internet as an autonomous English learning strategy, and accepted to participate. By analyzing a recorded semi-structured interview, applied to each participant: (1) students´ beliefs were elicited (2) students’ actions involving digital technology use to practice or learn English were identified; and (3) motivational elements emergent from the data were highlighted. These motivational elements influence on students´ probable learning was discussed. It was possible to verify that motivation and autonomy are totally inter-related and such inter-relation reflects on and upon students´ beliefs. It was realized that most autonomous students are also the most motivated ones. Students´ motivation enhance due to their outof-class learning success and this fact stimulates even further the progress of students´ autonomy development.


MEMBROS DA BANCA:
Externo ao Programa - ALCIONE GONCALVES
Interno - LUIZ ANTONIO RIBEIRO
Presidente - MARIA RAQUEL DE ANDRADE BAMBIRRA
Externo à Instituição - REINILDES DIAS - UFMG
Notícia cadastrada em: 08/03/2019 16:12
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