Percepções de aprendizes da educação tecnológica em relação ao uso de estratégias de leitura para a compreensão hiperleitora em língua inglesa

Abstract

In this paper, we discuss the role of cognitive and metacognitive strategies for understanding hypertext in English, as well as the perception of learners of technological education in relation to the use of such strategies. We used a theoretical framework that encompassed relevant concepts related to digital reading process, reader's autonomy and the role of cognitive and metacognitive strategies for hypertext reading (COSCARELLI, 2012; KONISHI, 2003; LEVY, 2004; O'MALLEY; CHAMOT, 1990; PAIVA, 2006; SOLÉ 1998, among others). This research consists of an interventionist case study (JÖNSSON, 2010), since we offered a course to teach 8 students, from a technical high school at a Federal Institute located in the southeast of Goiás, Brazil, how to use hypertext reading strategies and, at the same time, we investigated how they used such strategies while taking part in reading tasks. The data presented in this article were generated through an initial questionnaire, speech recorded during a reading test performance and an interview applied at the end of the research. The results suggest that learners evaluate the experience with the use of cognitive and metacognitive strategies for understanding hypertext as positive, since they showed to have noticed that those strategies favored the learning of reading in English.