Experiências de aprendizes de inglês da educação superior com o Kahoot: a colaboração e a multimodalidade em jogo

Abstract

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.