Digital resources to teaching and learning English as a Foreign Language in remote classes

Vanessa De Deus Rocha,Jeová Araújo Rosa Filho,Luana Garbin Baldissera

doi:10.5380/rvx.v16i3.79934

Vanessa De Deus Rocha, Jeová Araújo Rosa Filho + Show 1 more

Open Access

https://doi.org/10.5380/rvx.v16i3.79934

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Abstract

Education is one of the areas which has been most impacted by the COVID-19 pandemic, as the social distancing measures adopted by governments affected 90% of the student population worldwide. The solution found by many educational institutions, including in the Brazilian context, was to adopt Emergency Remote Education (ERE), despite the challenges related to the access to internet and digital technological resources, and the lack of teacher training regarding their use. Having this in mind, this article aims at discussing the concept of ERE, as well as to present and discuss digital technological resources such as platforms and apps which may be used by language teachers to support their pedagogical practice, promoting language development through interaction, increase motivation and learner's autonomy. The article ends presenting the development of a digital story as an activity that may be accomplished through the use of apps.

Highlights

The outbreak of COVID-19 pandemic changed drastically the way people teach and learn around the world
With the social distancing measures adopted by governments, students could no longer go to schools and remote classes were abruptly adopted as a way to keep learning happening under these critical circumstances
The pedagogical training teachers should undergo in order to implement the use of these resources in Foreign Language classes is, in many times, inexistent

Summary

INTRODUCTION

The outbreak of COVID-19 pandemic changed drastically the way people teach and learn around the world. This version of remote teaching or remote class is, more similar to models of Distance Education of the past century, which was carried out by mail, radio or TV Even with these asymmetries regarding accessibility, educational institutions in the whole country have implemented pedagogical practices based on the use of digital platforms, with frequent meetings during the week, following the schedule of face-toface activities carried out before the distance imposed by the pandemic (ALVES, 2020). That is why the driving force of this article is to discuss technological resources that may offer some support to language teachers, approaching an instrumental perspective, and providing a theoretical debate that might shed light towards a critical evaluation of how technology-mediated teaching practices can be more meaningful in Emergency Remote Education

DISCUSSION

Findings

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