Abstract
In this poster we propose to understand, through the discourse of the participants, the impact of the planning (ALMEIDA FILHO, 2012) of an online English language course in a university context, based on Social Activities (LIBERALI, 2012). For that, we briefly explain the Socio-Historical-Cultural Activity Theory (SHCAT) (ENGESTRÖM, 1999) and the notion of Social Activities in teaching English as ways to allow the social repositioning of learners, even through a online teaching-learning environment . We demonstrate how the course was planned and analyzed aspects related to the students’ performance, the quality of their participation, and their perceptions about the course. As a result, we verified that the learners in general have difficulties with Academic Social Activities and that these difficulties resulted in limited participation in the didactic activities proposed in the course. However, positive aspects were observed by the teacher-researcher and cited by the students in their testimonials.
Details
Presentation Type
Theme
Technologies in Knowledge Sharing
KEYWORDS
Language Learning, Online
Digital Media
This presenter hasn’t added media.
Request media and follow this presentation.
