Abstract
This article aims to analyze the way in which the digital resources planned for an undergraduate course in Portuguese-English Language were received by the students from UFS, in a pandemic scenario. The research was based on the assumptions of action research, with the analysis of planning, action, observation and reflection of what was designed for the course, as well as what was applied and evaluated by students, with the analysis of some reflections capable of guiding future practices in this teaching modality. It was possible, therefore, to realize that the students were able to identify the proposed interactivity with the resources used and credited to this interactivity the success achieved at the end of the course, highlighting, however, that, even promising, these results are still far from what they have already had been experienced with face-to-face teaching.
Keywords
Emergency Remote Teaching; Digital Resources; English Language