Aprendizagem de segunda língua por meio da educação online aberta: o uso de tecnologias digitais, gamificação e autodidatismo no processo de aquisição linguística

Abstract

This study approaches how second language teaching/learning occurs in open online education by making use of digital technologies (specially those with internet access). Among the topics covered are: gamification, information and communication technologies (ICTs), virtual learning environments (VLEs), distance education, cyberculture, self-learning, autonomy, critical thinking, authorship, inclusion and democratization of access to learning. In order to do that, free courses, applications and second language teaching/learning sites were chosen. This is a qualitative research in which adult participants native speakers of Portuguese language, who did not have formal instruction in the target language were selected and did comparative (initial and final) placement tests tests, with the purpose of ascertaining learning. The basic course chosen for the participants was Duolingo. Other digital sources of open online education, available for practice, interaction, improvement and development of linguistic competence, were also added. As a theoretical support, several authors were researched, among them: ALARCÃO (1996); CARDOSO (2005, 2010, 2013, 2014, 2015, 2016, 2017); CIMINO (2007); COSCARELLI (2011, 2016); DEMO (2008, 2009, 2011, 2013); DICKINSON (1992); ELLIS (1985, 2003); FREIRE (1996); KENSKI (1998, 2012, 2013); KAPP (2012); KUMARAVADIVELU (2003, 2009); McGONIGAL (2012); MORAN (2000, 2013); LÊDO (2013); LEFFA (1988, 1999, 2001, 2002, 2003, 2005, 2006, 2012, 2016); LÉVY (1993, 2010); MIRANDA (2007); OLIVEIRA (2014); O MALLEY e CHAMOT (1990); OXFORD (1990); PAIVA (2002, 2005, 2006, 2014); POZO (1999, 2002, 2007); PRENSKY (2001); SANCHO (2010); SANTOS (2010); SILVA (2000, 2008); VALENTE (2017) e VYGOTSKY (1991)