Abstract
Considering the growth of distance education, this qualitative study investigated learners’ perceptions of the implementation of traveling-themed tasks (ELLIS, 2003) in a virtual course of English as a foreign language. The course was offered to university staff members for a semester. Four participants took part in it. Instruments were a consent form, two questionnaires, and a Skype interview. Results suggest learners perceived the course as motivating, noticing their task engagement from the perspective of “l’education integrale” (LONG, 2015) and “learning by doing”. Furthermore, learning was related to cultural aspects noticed, interesting sites, and the connection with previous traveling experiences.
Highlights
Technology is embedded in contemporary life in all social domains
This study aimed at unveiling learners’ perceptions of the implementation of tasks designed for a virtual course of English as a foreign language (EFL) at UFSC
The purpose of analyzing learners’ perceptions is to find out whether the online course activities designed under the task-based language teaching (TBLT) rationale were perceived as adequate to foster learning of English
Summary
Access to different technological devices (or even the lack of it) has changed the way people communicate, interact, work, and study. With the spread of Internet connections in the country, people who do not reside in metropolitan areas – that is, where most public universities are traditionally located – have been able to be admitted to undergraduate programs in the distance learning mode. This has been possible through the Project “Universidade Aberta do Brasil 2 ”, for instance, which was officially created in 2006 3. Many things to do: Asking about and describing current activities
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