Vera Lucia Menezes de Oliveira Paiva; Ronaldo Corrêa Gomes Junior
Abstract
This paper presents the results of a virtual ethnographic study developed in an online classroom in a public university in Brazil. The online activities aimed to help 70 students to develop English oral skills in a 60-hourcoursetaught along 15 weeks using the Moodle Language Management System (LMS).After ...
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This paper presents the results of a virtual ethnographic study developed in an online classroom in a public university in Brazil. The online activities aimed to help 70 students to develop English oral skills in a 60-hourcoursetaught along 15 weeks using the Moodle Language Management System (LMS).After the initial weeks, and some dropouts, there were 59 participants in this study. The course was planned and managed by the authors of this article and some modifications were made along the experience in face of unexpected changes in the learning environment. Having as theoretical support complexity, connectivism, and learning ecology, we assessed digital tools for oral communication and verified that they had a positive impact on language learningand increased learners’ opportunities for language practice. The tools not only contributed to the development of the students’ oral skills but also decreased their anxiety when speaking English.
Vera Lúcia Menezes de Oliveira e Paiva; Ronaldo Correa Gomes Junior
Abstract
AbstractThis paper presents the results of a virtual ethnographic study developed in an online classroom in a public university in Brazil. The online activities aimed to help 70 students to develop English oral skills in a 60-hourcoursetaught along 15 weeks using the Moodle Language Management System ...
Read More
AbstractThis paper presents the results of a virtual ethnographic study developed in an online classroom in a public university in Brazil. The online activities aimed to help 70 students to develop English oral skills in a 60-hourcoursetaught along 15 weeks using the Moodle Language Management System (LMS). After the initial weeks, and some dropouts, there were 59 participants in this study. The course was planned and managed by the authors of this article and some modifications were made along the experience in face of unexpected changes in the learning environment. Having as theoretical support complexity, connectivism, and learning ecology, we assessed digital tools for oral communication and verified that they had a positive impact on language learningand increased learners’ opportunities for language practice. The tools not only contributed to the development of the students’ oral skills but also decreased their anxiety when speaking English
Vera Lucia Menezes de Oliveira Paiva; Corrêa Gomes Junior Ronaldo
Abstract
AbstractThis paper presents the results of a virtual ethnographic study developed in an online classroom in a public university in Brazil. The online activities aimed to help 70 students to develop English oral skills in a 60-hour course taught along 15 weeks using the Moodle Language Management System ...
Read More
AbstractThis paper presents the results of a virtual ethnographic study developed in an online classroom in a public university in Brazil. The online activities aimed to help 70 students to develop English oral skills in a 60-hour course taught along 15 weeks using the Moodle Language Management System (LMS). After the initial weeks, and some dropouts, there were 63 participants in this study. The course was planned and managed by the authors of this article and some modifications were made along the experience in face of unexpected changes in the learning environment. Having as theoretical support complexity, connectivism, and learning ecology, we assessed digital tools for oral communication and verified that they had a positive impact on language learning and increased learners’ opportunities for language practice. The tools not only contributed to the development of the students’ oral skills but also decreased their anxiety when speaking English.
