<i>Aprendendo Inglês à distância: possibilidades e limitações do MEO para a Sala de Aula Invertida</i>

Finardi, Kyria Rebeca; Prebianca, Gicele Vergine Vieira; Schmitt, Jeovani

doi:10.1590/1984-639820158527

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Revista Brasileira de Linguística Aplicada

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Artigos • Rev. bras. linguist. apl. 16 (2) • Apr-Jun 2016 • https://doi.org/10.1590/1984-639820158527 copiar

Aprendendo Inglês à distância: possibilidades e limitações do MEO para a Sala de Aula Invertida

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo:

O estudo investiga as possibilidades e limitações do curso My English Online (MEO) para a sala de aula invertida. Duzentos e oitenta e nove participantes avaliaram o software em termos de características de usabilidade. Três participantes foram entrevistados para a triangulação de dados. Os resultados sugerem que usuários mais experientes são mais sensíveis aos aspectos de interação humano-computador do que usuários menos experientes, particularmente quando os critérios Flexibilidade, Experiência do Usuário, Densidade Informacional e Feedback são considerados. Os resultados também mostraram que as habilidades de fala e escrita são as mais difíceis de desenvolver no MEO. O estudo conclui que as limitações do MEO, especialmente em relação ao critério Feedback, podem ser superadas se ele for usado no formato de sala de aula invertida.

Keywords:
online L2 teaching and learning; MEO; flipped classroom

Researcher's questions

Participants' answers

How is the quality of the feedback that the software provides to you every time you do an activity, or insert any incorrect answer, etc? How good is the software feedback?

M: I think the problem is that some parts already have answers but others are lacking them. For example, we recorded some audio there and wrote descriptive answers that were not corrected yet, and it's been a while... C: The activity we recorded, we are waiting for their feedback and there is none, and in the test the activities and pronunciation are not corrected either. A: Yes, I have not accessed the website very much since I realized that the speech recordings are not corrected or that it takes longer than expected.

But in relation to this feedback, do you believe that only the technical feedback helps in learning or do you need to have a feedback like, "look, you made a mistake here, you need to improve there", pointing out errors and what to do, especially in the parts for which you said you have not received feedback yet.

A: Yes, it would be better if someone could direct us, not the software, maybe look at our answers to see if we are having difficulties. C: Or maybe the software itself could do that with some sort of intelligence... A: Yes, to check if we are wrong. C: Yes, to check our errors and give us instructions and point out the repetition of errors, that would help. C: Yes, because the software doesn't have it right? Only right or wrong. M: Yes, it shows whether you made a mistake, but even so it does not show how often your are making that mistake [...].

Researcher's questions	Participants' answers
But in relation to the listening and speaking activities, for example?	M: It affects it very negatively. M: There is no feedback.
Do you think that the lack of feedback does not represent a problem for learning?	M: No! It is a great problem! A: Yes, because we do not know how to correct it and if we are doing it right. M: Yes, it really lacks feedback and I don't know if they will correct the activities in the end. And I think that it is a big mistake because if we start making a mistake in the first unit and it is corrected in the end, we will carry out the other activities with the same mistakes and that activity will be scored zero until they correct it. A: So far, we have received no feedback, so we don't know if we got the audio right and how the feedback will be. M: But I am almost in the end. M: Nothing, and I am almost in the end... Each level is divided into three sublevels and each sublevel is divided into 8 weeks, at least that's how it is in mine. And you see I am in the end, there is one week lacking to finish the course and I still haven't received any feedback, neither for the audio nor for the descriptive activity.
So the main problem is in relation to the productive activities such as speaking and writing, is that correct?	C: Yeap. M: Yes, I don't know if the grade will affect it in the end. I don't think so, I think there will be just a final test in the end and I think it is even possible to skip a few activities. C: No, but in terms of learning, we are at loss because of that... M: Yeah, we lose. C: ... you do the first week, and you record the theme of that week in audio and then go to the next week. [...] If they only correct it in the end, things from week one, you will have to go back. M: Yes, as I said before. C: I think learning is affected by that because there is no answer about the theme you are working on. C: Sometimes you keep making the same mistakes and bringing them forward with you. C: For example, if you learned the verb to be wrong, you will use it wrong in all the activities after that. If you are not corrected in the beginning, you keep making the same mistake and bringing it with you till the end. C: Yes it does create fossilization, doesn't it? M: I agree, as I said, if you don't correct it in the beginning, what can you do? How can we improve if we don't know what is right and wrong?

Researcher's questions	Participants' answers
And what would you suggest then for this limitation, to solve this limitation of the software?	M: Correction in a timely fashion. M: Maximum five days, I think. A: I think there are not enough people to listen and give feedback. C: I think it should be like it is with the activities, they should give us weekly reports and feedback. A: Or maybe every two weeks, at least for the audio.
But do you think that it would be enough, that is, that you don't need real-time help of a professional? Do you think it could all be done in the distance mode?	M: I think that if the course offered this type of feedback, it would be a really nice course. C: I use another software or app that does that, it tells you the main errors at the end of each unit. C: (...) and on the most frequent errors, the software does that, it is very interesting.
Do you know that in some public institutions the government has also established the NucLi? What is the NucLi? It is in-person MEO, that is, students enroll in MEO but periodically (...) a number of students can have face-to-face classes. Do you think it would help? Regarding learning, I mean?	M: Yes, they would have to correct the audio anyway. C: That would be great because we could correct the audios in class. C: Besides, we could practice conversation in the NucLi because this is something we can't do in MEO as it is. C: Yes, to really develop conversation, we need that.

Researcher's questions	Participants' answers
[...] which ability is the most difficult to develop in MEO [...]?	C: Pronunciation. M/A: Yes, pronunciation. M: Which is the most important. C: Speaking and pronunciation. M: Yes. M: Yes, I don't know how it is in other levels, but in mine there is a lot of writing. A: Yes, but in writing we practice more because there are many exercises. M: But only words, not whole sentences, and we have to make whole sentences there.
Writing too, right?	C: The writing not so much, because we have videos and grammar rules and we can correct it, but in speaking, you think you are right and fossilize [the errors] because you cannot correct your own pronunciation.
But is it only the pronunciation that is important? And everything you... the whole communication situation, even if you do not pronounce exactly as it is supposed to be, 100%? But what is more important, is it to pronounce the words 100% correctly or to actually be able to communicate, convey your message?	A: Yes! M: Both are important, but being able to communicate is more. But we don't know if we can communicate because there is no feedback. A: Exactly, communication is compromised. M: I think that the lack of teacher correction affects learning, we only have descriptive activities with no feedback.

Faculdade de Letras - Universidade Federal de Minas Gerais Universidade Federal de Minas Gerais - Faculdade de Letras, Av. Antônio Carlos, 6627 4º. Andar/4036, 31270-901 Belo Horizonte/ MG/ Brasil, Tel.: (55 31) 3409-6044, Fax: (55 31) 3409-5120 - Belo Horizonte - MG - Brazil
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