Abstract
A possible way to provide oral and written English practice by using Information and Communication Technologies (ICTs) is through telecollaborative activities (SCHAEFER; HEEMANN, 2019). O’Dowd (2013) defines telecollaboration as the use of online technologies in the context of language teaching and learning with students who are geographically dispersed. Another possibility to favor the practice of English using ICTs is through digital stories, understood as the inclusion of multiple digital resources in storytelling (CASTAÑEDA, 2013). Drawing on scholars such as Brammerts (1996, 2003), Lambert (2006, 2007), Almeida (2014), O’Dowd (2012, 2013), Tumolo (2015) and Schaefer (2019), this study aims at presenting a theoretical-methodological proposal, which involves the use of ICTs, for English classes in Brazilian educational institutions. On the basis of the presentation of our theoretical-methodological proposal, we suggest that activities that utilize ICTs have the potential to produce challenges that may lead to language learning, student motivation, collaborative work and reflection.
Highlights
Information and Communication Technologies ( ICTs), such as wikis, online platforms and videoconferencing applications, have had an influence on the teaching and learning process in general
A scientific problem of concern to many researchers, teachers and specialists in the context of foreign language teaching is related to the fact that very often students do not develop necessary skills to communicate well enough in other languages (SEHNEM; LUNA, 2013)
Sehnem and Luna (2013) emphasize that the expected communicative competence, which refers to the union of linguistic knowledge and the discursive capacity (CANALE, 1995; RAMIRO, 2007), allowing students to intelligibly express themselves both orally and in writing, is regarded as a significant differential in the job market as well as an objective to be attained by many language teachers
Summary
Information and Communication Technologies ( ICTs), such as wikis, online platforms and videoconferencing applications, have had an influence on the teaching and learning process in general. Byram et al (2016), in turn, add that online resources have been promoting opportunities for the development of students’ oral and written skills Another avenue to facilitate the practice of languages is through the creation of digital storytelling, which, according to Castañeda This study is aimed to present a theoretical-methodological proposal, which involves the use of ICTs, for English classes in Brazilian educational institutions To achieve this objective, the following research question was outlined: how is it possible to use ICTs to promote oral and written English practice in Brazilian educational institutions?. The following research question was outlined: how is it possible to use ICTs to promote oral and written English practice in Brazilian educational institutions? The spotlight will fall on the presentation of the theoretical-methodological proposal for English classes in Brazilian institutions, and, lastly, we will make some final remarks
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