A agência do estudante como fator central na aprendizagem de inglês como língua estrangeira em um ambiente virtual: uma análise da interação
DOI:
https://doi.org/10.15381/lengsoc.v22i2.25138Palavras-chave:
agência, EFL, Ensino Superior, investimento, comunicação multimodalResumo
A pandemia de COVID-19 trouxe novos desafios para a interacção entre turmas e para o ensino do inglês como língua estrangeira em geral e abriu todo um mundo de oportunidades para aprender sobre o ensino mediado virtual e sobre a aprendizagem em conjunto. Como reacção às novas condições sociais, foram criados e promovidos espaços alternativos e formas de mediação do ensino através da utilização de tecnologia e recursos digitais na busca do ensino e da aprendizagem. Como tal, esta análise de interacção multimodal inquiriu sobre as qualidades da interacção que decorre num curso online de inglês avançado num programa de graduação de credenciais de ensino numa universidade privada em Bogotá e as possibilidades e limitações que tais interacções apresentavam para a agência, o envolvimento e, por fim, a aprendizagem como um efeito da comunicação. Para tal fim, foram realizadas observações nas aulas, grupos de discussão de alunos, e entrevistas a professores. As constatações ofereceram perspectivas sobre as múltiplas formas como os estudantes e o professor recorreram aos seus recursos semióticos e modos de comunicação para configurar o significado, construir conhecimentos e relacionar-se uns com os outros num ambiente virtual. No entanto, sobretudo, encoraja um debate sobre o papel que os professores desempenham na concepção e implementação de ambientes comunicativos para enriquecer a experiência de ensino e aprendizagem.
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