Vídeos digitais na sala de aula de Inglês como Segunda Língua
DOI:
https://doi.org/10.14393/DLv17a2023-58Palavras-chave:
Vídeos digitais, Sala de aula de L2, Contribuições percebidasResumo
O objetivo deste estudo foi investigar o uso de vídeos digitais para o desenvolvimento de L2, com os objetivos específicos de identificar: 1) a frequência de uso e as fontes dos vídeos, 2) os critérios de seleção e uso instrucional, e 3) a percepção dos seus benefícios. Dados foram coletados por meio de questionário com treze professores de Inglês de cursos extracurriculares oferecidos pela Universidade Federal de Santa Catarina). Os resultados mostraram que 8 professores usam vídeos em 20% de suas aulas; 1, 40%; 1, 60%; e 3, 80%. A grande maioria usa vídeos do YouTube, mas também de outros websites, vídeos TED talk, DVDs, e vídeos que acompanham os livros didáticos. Como critérios de seleção, os professores usam: a duração dos vídeos, a autenticidade, o grau de dificuldade, a adequação do tópico relacionado ao assunto da aula, a apresentação de gramática e vocabulário em contexto; e para o uso instrucional, os vídeos são usados em sua maioria para ensinar vocabulário e gramática, introduzir e explicar os assuntos relacionados à unidade, contextualizar a língua, promover o desenvolvimento de habilidades e preparação para atividades. As contribuições percebidas incluem contextualização e uso autêntico da língua, uso da língua em ritmo natural, introdução de assunto e assistência às explicações, atratividade e engajamento, apresentação de input visual, e o uso de legendas. As possíveis conclusões são que vídeos digitais podem contribuir para o desenvolvimento de L2, e que professores têm feito o melhor proveito do seu uso em suas salas de aula de L2.
Downloads
Métricas
Referências
ALMURASHI, W. A. The Effective Use of You Tube Videos for Teaching English Language in Classrooms as Supplementary Material at Taibah University in Alula. International Journal of English Language and Linguistics Research. v. 4, nº 3, p. 32-47, 2016.
BAJRAMI, L.; ISMAILI, M. The Role of Video Materials in EFL Classrooms. Procedia – Social and Behavioral Sciences. v. 232, p. 502-505, 2016. DOI https://doi.org/10.1016/j.sbspro.2016.10.068
BRASIL. Ministério da Educação. Fundo Nacional de Desenvolvimento da Educação. Brasília, MEC/FNDE, 2022. Available at: http://www.fnde.gov.br/component/k2/item/518-hist%C3%B3rico. Access in: April 31st, 2022.
BRASIL. Ministério da Educação. PNLD. Brasília, MEC, 2022. Available on: http://portal.mec.gov.br/component/content/article?id=12391:pnld. Access in: April 31st 2022.
BERK, R. A. Multimedia Teaching with Video Clips: TV, Movies, YouTube, and MtvU in the College Classroom. International Journal of Technology in Teaching and Learning. v. 5, nº 1, p. 1–21, 2009.
BOSS, S.; KRAUSS, J. Reiventing Project-Based Learning: Your Field Guide to Real-Words Projects in the Digital Age. Washington, DC: ISTE 2007.
BRAVO, E.; AMANTE, B.; SIMO, P.; ENACHE, M.; FERNANDEZ, V. Video as a New Teaching Tool to Increase Student Motivation. 2011 IEEE Global Engineering Education Conference (EDUCON), Amman, 2011. p. 638-642. DOI https://doi.org/10.1109/EDUCON.2011.5773205
CHERRY, K. What Are the 9 Types of Nonverbal Communication You Might Be Missing? Verywell Mind. Available on: https://www.verywellmind.com/types-of-nonverbal-communication-2795397. Accessed in: January 11th, 2020.
CogniFit. Sustained Attention Cognitive Ability – Neuropsychology. Available on: https://www.cognifit.com/science/cognitive-skills/focus. Accessed in: June 2nd, 2023.
DA SILVA, M. Constructing the Teaching Process from Inside Out: How Pre-service Teachers Make Sense of their Perceptions of the Teaching of the Four Skills. TESL-EJ. v. 9, nº 2, p. 1-19, set, 2005.
ELLIS, R. The study of Second language acquisition. Oxford: Oxford University Press, 1994.
ELLIS, R.; HE, X. The Roles Of Modified Input And Output In The Incidental Acquisition Of Word Meanings. Studies in Second Language Acquisition. v. 21, nº2, p. 285-301, jun, 1999. DOI https://doi.org/10.1017/S0272263199002077
CHO, M.; REINDERS, R. The Effects of Aural Input Enhancement on L2 Acquisition. In: BERGSLEITHNER, J. M.; FROTA S. N.; YOSHIOKA, J. K., (ed.), Noticing and second language acquisition: Studies in honor of Richard Schmidt. Honolulu: University of Hawai‘i, National Foreign Language Resource Center, 2013. p. 133–148.
DESHPANDE, S. K. Activating Background Knowledge: An Effective Strategy to Develop Reading Comprehension Skills. Journal of English Language Teaching and Linguistics (JELTL). v. 1, nº 3, p. 191-202, 2016. DOI https://doi.org/10.21462/jeltl.v1i3.28
FIRTH, A. The Social practice of Practising English: Learning Lessons From Outside the Language Classroom. The Language Teacher (JALT2012 Special Issue, Plenary Speaker Article). v. 36, nº 4, 2012. DOI https://doi.org/10.37546/JALTTLT36.4-2
GEE, J. P. Learning by Design: Good Video Games as Learning Machines. E–Learning. v. 2, nº 1, 2005. Avaliable at: https://journals.sagepub.com/doi/pdf/10.2304/elea.2005.2.1.5. Accessed in: December 4th, 2020. DOI https://doi.org/10.2304/elea.2005.2.1.5
HATTAN, C.; ALEXANDER, P. Prior Knowledge and its Activation in Elementary Classroom Discourse. Reading and Writing. v. 33, p. 1617-1647, 2020. DOI https://doi.org/10.1007/s11145-020-10022-8
HEIDIG, S.; MÜLLER, J.; REICHELT, M. Emotional Design in Multimedia Learning: Differentiation on Relevant Design Features and their Effects on Emotions and Learning. Computers in Human Behavior. v. 44, p. 81-95, 2015. DOI https://doi.org/10.1016/j.chb.2014.11.009
HLAS, A. C.; NEYERS, K.; MOLITOR, S. Measuring student attention in the second language classroom. Language Teaching Research. v. 23, nº 1, p. 107–125, 2019. DOI https://doi.org/10.1177/1362168817713766
IBRAHIM, M. Implications of Designing Instructional Video Using Cognitive Theory of Multimedia Learning. Critical Questions in Education. v. 3, nº. 2, p 83-104, 2012.
IBRAHIM, M.; ANTONENKO, P. D.; GREENWOOD, C. M.; WHEELER, D. Effects of Segmenting, Signaling, and Weeding on Learning from Educational Video. Learning, Media and Technology. v. 37, nº. 3, p. 220-235, 2012. DOI https://doi.org/10.1080/17439884.2011.585993
ISMAILI, M. The Effectiveness of Using Movies in the EFL Classroom – A Study Conducted at South East European University. Academic Journal of Interdisciplinary Studies, [S.l.]. v. 2, nº. 4, p. 121-132, may. 2013. Available at: https://www.mcser.org/journal/index.php/ajis/article/view/114/270. Accessed in: 15 Jun. 2020.
KANG, S. H. K. Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction. Policy Insights from the Behavioral and Brain Sciences. v. 3, nº 1, p. 12-19, 2016. DOI https://doi.org/10.1177/2372732215624708
KOĆ-JANUCHTA, M.; HÖFFLER, T.; THOMA, G.-B.; PRECHTL, H.; LEUTNER, D. Visualizers Versus Verbalizers: Effects of Cognitive Style on Learning with Texts and Pictures—An Eye-Tracking Study. Computers in Human Behavior. v. 68, p. 170–179, 2017. DOI https://doi.org/10.1016/j.chb.2016.11.028
KRASHEN, S. D. Principles and Practice in Second Language Acquisition. Oxford: Pergamon, 1982.
LAUFER, B. From Word Parts to Full Texts: Searching for Effective Methods of Vocabulary Learning. Language Teaching Research, v. 21, nº 1, p. 5-11, 2017. DOI https://doi.org/10.1177/1362168816683118
LAVAUR, J. M.; BAIRSTOW, D. Languages on the screen: Is film comprehension related to the viewers’ fluency level and to the language in the subtitles? International Journal of Psychology. v. 46, nº 6, p. 455-462, 2011. DOI https://doi.org/10.1080/00207594.2011.565343
MAYER, R. E. Introduction to Multimedia Learning. In: MAYER, R. E. (ed.) The Cambridge Handbook of Multimedia Learning. New York, USA: Cambridge University Press, 2005a. p. 1-16. DOI https://doi.org/10.1017/CBO9780511816819.002
MAYER, R. E. Cognitive Theory of Multimedia Learning. In: MAYER, R. E. (ed.) The Cambridge Handbook of Multimedia Learning. New York, USA: Cambridge University Press, 2005b. p. 31-48. DOI https://doi.org/10.1017/CBO9780511816819.004
MAYER, R. E. Multimedia Learning. 2ed. New York: Cambridge University Press, 2009.
MITTERER, H.; MCQUEEN, J. M. Foreign Subtitles Help but Native-Language Subtitles Harm Foreign Speech Perception. PLoS ONE. v. 4, nº 11, p. 1-5, 2009. DOI https://doi.org/10.1371/journal.pone.0007785
MÜLLER-HARTMAN, A.; DITFURTH, M. S. Research on the Use of Task-Based Language Teaching. In: THOMAS, M.; REINDERS, H. (ed.). Task-Based Language Learning and Teaching with Technology. London, UK: Contiuu, 2010. p. 17-40
NATION, I. S. P. Vocabulary Research Into Practice. Language Teaching. v. 44, nº. 4, p. 529-539, 2011. DOI https://doi.org/10.1017/S0261444811000267
NUNAN, D. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, 1989.
NUNAN, D. Teaching Grammar in Context. ELT Journal v. 52, nº 2, p. 101-109, 1998. Available at: http://lenguasvivas.org/campus/files/0_28/teachinggrammarincontext.pdf. Accessed in: December 4th, 2020. DOI https://doi.org/10.1093/elt/52.2.101
NUNAN, D. Task-based language teaching. New York: Cambridge University Press, 2004. DOI https://doi.org/10.1017/CBO9780511667336
PAIVIO, A. Mental Representations: A Dual Coding Approach. New York: Oxford University Press, 1990. DOI https://doi.org/10.1093/acprof:oso/9780195066661.001.0001
PARK, Y.; JUNG, E. Exploring the Use of Video-clips for Motivation Building in a Secondary School EFL Setting. English Language Teaching. v. 9, nº 10, p. 81-89, 2016. DOI https://doi.org/10.5539/elt.v9n10p81
PEREZ, M. M.; VAN den NOORTGATE, W.; DESMET, P. Captioned Video for L2 Listening and Vocabulary Learning: A Meta-Analysis. System. v. 41, nº 3, p. 720-739, 2013. DOI https://doi.org/10.1016/j.system.2013.07.013
PLASS, J. L.; CHUN, D. M.; MAYER, R. E.; LEUTNER, D. Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment. Journal of Educational Psychology. v. 90, p. 25-36, 1998. DOI https://doi.org/10.1037/0022-0663.90.1.25
RAJADELL, M.; GARRIGA-GARZÓN, F. Educational Videos: After the why, the how. OmniaScience. v. 13, nº 5, p. 903-923, 2017. DOI https://doi.org/10.3926/ic.1042
STANLEY, G. Language Learning with Technology: Ideas for Integrating Technology in the Classroom. Cambridge, UK: Cambridge University Press, 2013.
STANOVICH, K. Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency. Reading Research Quarterly. v. 16, nº1, p. 32-71, 1980. DOI https://doi.org/10.2307/747348
STEVICK, E. W. Teaching and learning language. Cambridge: Cambridge University Press, 1982.
SWELLER, J. Cognitive Load Theory: Recent Theoretical Advances. In: PLASS, J. L; MORENO, R.; BRÜNKEN, R. (ed.) Cognitive Load Theory. Cambridge, UK: Cambridge University Press, 2010. p. 29-47. DOI https://doi.org/10.1017/CBO9780511844744.004
SWELLER, J.; AYRES, P.; KALYUGA, S. Cognitive Load Theory: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. New York: Springer, 2011. DOI https://doi.org/10.1007/978-1-4419-8126-4
TUMOLO, C. H. S. Recursos digitais para ensino/aprendizagem de inglês como língua
estrangeira: o vídeo em destaque. In: TOMITCH, L. M. B.; HEBERLE, V. M. (org.), Perspectivas Atuais de Aprendizagem e Ensino de Línguas. Florianópolis: LLE/CCE/UFSC, 2017. p. 51-75.
TUMOLO, C. H. S. Vocabulary and Reading: Teaching Procedures in ESP Classroom.
Linguagem & Ensino (UCPel), v. 10, p. 477-502, 2007.
TUMOLO, C. H. S. Assessing reading comprehension: the fair focus of test items. In: TUMOLO, C. H. S.; FIGUEIREDO, D. C.; MORITZ, M. E.; D’ELY, R. (org.). Advanced Research in English Series: Contextualized practices in EFL teaching and assessment. Florianópolis: PGI – UFSC, v. 9, 2011. p. 17-42. Available at: https://tumolo.paginas.ufsc.br/publicacoes/.
WANG, Z. An Analysis on the Use of Video Materials in College English Teaching in China. International Journal of English Language Teaching. v. 2, nº. 1, p. 23-28, 2015. DOI https://doi.org/10.5430/ijelt.v2n1p23
WIDDOWSON, H. G. Teaching Language as Communication. Oxford: Oxford University Press, 1978.
WILLIS, D.; WILLIS, J. Doing Task-based Teaching. New York, NY: Oxford, 2007.
WILSON, K.; KORN, J. H. Attention During Lectures: Beyond Ten Minutes. Teaching of Psychology. v. 34, nº 2, p. 85-89, 2007. DOI https://doi.org/10.1177/009862830703400202
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2023 Celso Henrique Soufen Tumolo, Marinho Cristiel Bender
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos da licença Creative Commons
CC BY-NC-ND 4.0: o artigo pode ser copiado e redistribuído em qualquer suporte ou formato; os créditos devem ser dados ao autor original e mudanças no texto devem ser indicadas; o artigo não pode ser usado para fins comerciais; caso o artigo seja remixado, transformado ou algo novo for criado a partir dele, o mesmo não pode ser distribuído.
Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
