V-interESP - Utilização de Vídeos para Melhorar a Experiência de Aprendizagem dos Estudantes ESP: Ensino e Investigação Conjunta Internacional

Autores/as

Palabras clave:

vídeo, ESP, ensino, comunicação, motivação

Resumen

Tendo como principal objetivo rever abordagens e dinâmicas de ensino e aprendizagem no domínio do Inglês Para Fins Específicos, neste artigo descrevem-se as fases de planificação e implementação da primeira iteração do projeto V-interESP. Este projeto de investigação conjunta contou com a participação de alunos e docentes da Lituânia, Portugal e Sérvia, tendo com principais objetivos contribuir para a compreensão do papel da tecnologia digital, e mais especificamente dos vídeos, na promoção e enriquecimento das experiências dos alunos que frequentam aulas de Inglês para Fins Específicos; e promover a criatividade e a comunicação intercultural neste domínio. Desta forma, tendo por base um questionário inicial aplicado aos alunos, para além da descrição da implementação do projeto, são apresentados resultados preliminares quanto ao perfil dos participantes e as suas percepções, designadamente relativamente ao potencial da utilização de vídeos na aprendizagem de línguas e enquanto fator motivacional e de promoção de competências comunicativas e da criatividade.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Sandra Vieira Vasconcelos, Polytechnic Institute of Porto

Sandra Vasconcelos is Guest Assistant Professor at the School of Hospitality and Tourism, Polytechnic Institute of Porto, and at Águeda School of Technology and Management, University of Aveiro, Portugal. She holds a PhD in Multimedia in Education and is an integrated member of the Research Centre “Didactics and Technology in Education of Trainers”. 

In addition to teaching Technical English and Intercultural Communication to graduate students, she is involved in a Research Project – “E-Cul-Tours Managing Cultural Heritage in Tourism”, within the scope of ERASMUS+ (Strategic Partnerships for Higher Education). Her research interests include teaching English for Specific Purposes, the use of ICT in Language teaching/learning, blended and online learning, Tourism Education and informal learning.

Ana Balula, University of Aveiro, Portugal

Ana Balula is Assistant Professor and researcher at Águeda School of Technology and Management, University of Aveiro, Portugal. She holds a PhD in Multimedia in Education and is an integrated member of the Research Centre “Didactics and Technology in Education of Trainers” and a team member of two ERASMUS+ (Strategic Partnerships for Higher Education) Research Projects:  “Future-proof your classroom: teaching skills 2030” and “Language Learning Online in the age of Mobility” in the scope of ERASMUS+. Her research interests are in the areas of ESP, e-learning, b-learning, e-assessment, evaluation of e-teaching, online interaction strategies, ICT use in Higher Education and educational technology.

Nijolė Burkšaitienė, Vilnius University

Nijolė Burkšaitienė, Ph.D., is a professor, researcher and translator, expert of the European Commission on Quality teaching in higher education and on Validation of adults’ non-formal and informal learning in higher education, expert of the Research Council of Lithuania. She conducts interdisciplinary research into competence development in higher education, technology-enhanced teaching and learning in higher education, teaching and learning English for Specific Purposes (ESP), creativity and translation studies, discourse analysis, and assessment and evaluation in higher education.

She is author and co-author of about 50 research articles and seven international and national books and book chapters, author and co-author of five ESP workbooks, including Workbook for Law Students (2012) and Workbook for Law and Management Students (2013), and co-translator of four monographs. She is also a member of editorial boards of five international and national research journals. Commendation: Erasmus National Agency Commendation for Strengthening the International Dimension in Higher Education in Lithuania (2012).

Citas

Bonsignori, V. (2018). “Using Films and TV Series for ESP Teaching: A Multimodal Perspective.” System 77, 58–69.

Burkšaitienė, N., & Selevičienė, E. (2017). “University and College Teachers’ Attitudes Towards Web 2.0 Technologies and Their Use For Teaching English for General and Specific Purposes.” Journal of Teaching English for Specific and Academic Purposes 5(2), 231–40.

Dashtestani, R., & Stojkovic, N. (2016). “The Use of Technology in English for Specific Purposes (ESP) Instruction: A Literature Review.” Journal of Teaching English for Specific and Academic Purposes 3(3), 435–56.

Dikilitas, K., & Duvenci, A. (2009). “Using Popular Movies in Teaching Oral Skill.” Procedia-Social and Behavioral Sciences 1(1), 168–72.

Dudley-Evans, T. (1998). “An Overview of ESP in the 1990s.” In The Japan Conference on English for Specific Purposes Proceedings, 5–11.

Duquette, G. (1995). Second Language Practice: Classroom Strategies for Developing Communicative Competence. Multilingual Matters.

Early, M., Kendrick, M., & Potts, D. (2015). “Multimodality: Out from the Margins of English Language Teaching.” Tesol Quarterly, 447–60.

Godwin-Jones, R. (2011). “Emerging Technologies Mobile Apps for Language Learning.” Language Learning & Technology 15(2), 2–11.

Gong, Q., Kawasaki, K., Yeung, L., Zhang, G., & Dobinson, T. (2019). “Students’ Perceptions of the Use of Video Recording in Additional Language Oral Assessments.” In Literacy Unbound: Multiliterate, Multilingual, Multimodal, 133–52. Springer.

Harmer, J., (2001). The Practice of English Language Teaching. Longman.

Hendron, J. G. (2008). RSS for Educators- Blogs, Newsfeeds, Podcasts, and Wikis in the Classroom. ISTE.

Hosseinpur, R., Nevisi, R., & Bahrani, S. (2018). “The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability.” Journal of Teaching Language Skills 37(2), 125-167.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge: Cambridge University Press.

Ilin, Gülden, Kutlu, O., & Kutluay, A. (2013). “An Action Research: Using Videos for Teaching Grammar in an ESP Class.” Procedia-Social and Behavioral Sciences 70, 272–81.

Jarvis, H. (2009). “Computers in EAP: Change, Issues and Challenges.” Modern English Teacher 8(2): 51–54.

Jenkins, H, Purushotma, R., Weigel, M., Clinton, K., and Robison, A. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. MIT Press.

Kaiser, M. (2011). “New Approaches to Exploiting Film in the Foreign Language Classroom.” L2 Journal 3(2).

Maley, A. (2018). “Creative Materials: An Oximoron?” In Creativity and Innovations in ELT Materials Development: Looking beyond the Current Design., 74–90. Multilingual Matters.

Marzuki, M. J., and Nurpahmi, S. . 2019. “Using Video Blog in Teachibg Speaking.” English Language Teaching for EFL Learners 1 (1), 13–23.

Milosevic, D. (2017). “Using Video Materials in English for Technical Sciences: A Case Study.” New Developments in ESP Teaching and Learning Research, 15–30.

Plomp, T., & Nieveen, N. (Eds). (2007). An Introduction to Educational Design Research. Netherlands institute for curriculum development. https://ris.utwente.nl/ws/portalfiles/portal/14472302/Introduction_20to_20education_20design_20research.pdf

Selevičienė, E., and Burkšaitienė, N. (2015). “University Students’ Attitudes towards the Usage of Web 2.0 Tools for Learning ESP. A Preliminary Investigation.” Societal Studies 7(2), 270-291. https://doi.org/10.13165/SMS-15-7-2-07

Sherer, P., and Shea, T.. 2011. “Using Online Video to Support Student Learning and Engagement.” College Teaching, 59 (2), 56-59. https://doi.org/10.1080/87567555.2010.511313

Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (Eds). (2006). Educational design research. London: Routledge.

Webb, S., and Rodgers, M..( 2009). “The Lexical Coverage of Movies.” Applied Linguistics 30(3), 407–27.

Yeh, H. (2018). “Exploring the Perceived Benefits of the Process of Multimodal Video Making in Developing Multiliteracies.” Language Learning & Technology 22(2), 28–37.

Zhu, Y. (2012). “Principles and Methods in Teaching English with Multimedia.” In Advances in Computer Science and Education, 135–39. Springer.

Descargas

Publicado

2021-06-23

Cómo citar

Vasconcelos, S. V., Balula, A., Burkšaitienė, N., & Stojkovic, N. (2021). V-interESP - Utilização de Vídeos para Melhorar a Experiência de Aprendizagem dos Estudantes ESP: Ensino e Investigação Conjunta Internacional. Revista De Lenguas Para Fines Específicos, 27(1), 74–96. Recuperado a partir de https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/1293