Experiências de aprendizes de inglês da educação superior com o Kahoot: a colaboração e a multimodalidade em jogo
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2019-12
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Resumo
This paper reports on an English language teaching and learning experience with the use
of Kahoot in a perspective that combines the pedagogy of multiliteracies (COPE;
KALANTZIS, 2000, 2009; KRESS, 2010; LEMKE, 2010; PAESANI; ALLEN; DUPUY, 2016; ROJO,
2012) with collaborative learning (DONATO; MCCORMICK, 1994; FIGUEIREDO, 2005, 2006,
2015, 2019; LANTOLF; APPEL, 1994). This research is justified on the grounds that it is of
paramount importance to learn how to deal with ongoing contemporary changes
connected to the multicultural practices brought about by globalization as well as with the
multimodal languages provided by technological advances. This case study was conducted
in a higher education context, in Brazil, with seven students who took English as a major in
the first semester of 2018. The data generated come from the description of the activity
done, the students’ responses to a questionnaire, and the students’ learning narratives.
Among the findings, we highlight principally the promotion of multimodal text reading
practices and the development of collaborative dialogues.
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Multiletramentos, Colaboração, Kahoot, Aprendizagem de línguas, Multiliteracies, Collaboration, Language learning
Citação
TIRABOSCHI, Fernanda Franco; SOUSA, Laryssa Paulino de Queiroz; FIGUEIREDO, Francisco José Quaresma de; LAGO, Neuda Alves do. Experiências de aprendizes de inglês da educação superior com o Kahoot: a colaboração e a multimodalidade em jogo. Revista Linguagem & Ensino, Pelotas, v. 22, n. 4, p. 1098-1113, out./dez. 2019. DOI: 10.15210/rle.v22i4.16461. Disponível em: https://periodicos.ufpel.edu.br/ojs2/index.php/rle/article/view/16461. Acesso em: 23 jan. 2023.