The influence of emergency remote teaching contextual aspects on English as a foreign language learning
learning context; circumstantial experiences; emergency remote teaching; English language teaching; high school, private school
The objective of this work was to analyze the contextual aspects present in the English language learning experience of high school students, carried out in the emergency remote teaching modality. All students in the 1st, 2nd and 3rd years of a private school in Belo Horizonte, who experienced emergency remote teaching in 2020, were invited to participate in the research. Data were generated from conducting a semi-structured interview with students who wished to contribute. Using contributions from Brazilian experiential research (MICCOLI; BAMBIRRA; VIANINI, 2020) as a theoretical framework, we analyzed, from the perspective of complexity theory (LARSENFREEMAN; CAMERON, 2008; DE BOT; LARSEN-FREEMAN, 2011), the experiences that emerged from the narratives of ten participants. They were categorized according to the framework of experiences of learning English as a foreign language proposed by Miccoli, explaining their nature and composition. By identifying the factors that most influenced the participants' learning, it was possible to verify that the context is an individual, singular experience (MICCOLI; VIANINI, 2012), as well as a relational one, that is, because they are complex dynamic systems, context and learner are constituted mutually and continuously (USHIODA, 2015) and learning emerges as a result of this interdependent relationship (LARSEN-FREEMAN, 2011).