Collaborative english language learning: some reflections from interactions between pairs
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2019-04-29
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Resumo
The focus of this study is on the interactions five pairs of students had in order to carry
out a collaborative writing activity. The research was conducted in a language school of
Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this
investigation are: a) to observe and discuss the elements that stand out during the students’
interactions; and b) to investigate these learners’ perceptions of the experience. This study
is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978)
and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD,
1997). The theoretical assumptions that guide this research consider interaction and
collaboration as essential elements for language learning development. This is a qualitative
case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data
are questionnaires, audio recordings of the students’ interactions and semi-structured
interviews. The elements that stand out in this investigation are related to the potentialities
of dialogic interactions, which foster scaffolding, mutual support, and the promotion of
learners’ autonomy. In addition, the learners highlight some positive aspects they could
perceive from the experience, such as each other’s help and the possibility to access more
ideas; as negative aspects, they point out disagreements and conflicts they had to handle
during the interactions.
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Sociocultural theory, Collaborative language learning, Interactions between pairs, Teoria sociocultural, Aprendizagem colaborativa de línguas, Interações entre pares
Citação
SOUSA, Laryssa Paulino de Queiroz; TIRABOSCHI, Fernanda Franco; LAGO, Neuda Alves do; FIGUEIREDO, Francisco José Quaresma de. Collaborative english language learning: some reflections from interactions between pairs. Trabalhos em Linguística Aplicada, Campinas, v. 58, n. 1, p. 259-286, jan./abr. 2019. DOI: 10.1590/010318138653439430941. Disponível em:
https://www.scielo.br/j/tla/a/brrcgLR3xjQYgGpsDKgb8sz/?lang=en. Acesso em: 23 jan. 2023.