Hipermídia e autonomia na aprendizagem de inglês língua estrangeira (ILE): um estudo de caso.

Abstract

This monographic work consists of a study carried out with a teenager from a private school in Campina Grande, who has lived the experience of digital inclusion, as an English learner through an application, and exercising her autonomy in improving her English language competence.The choice for this study arose from our interest in investigating the effects on the learner from the various resources offered by hypermedia through the internet. First, we trace a historical path to demonstrate that technology and language teaching have a joint relationship, contributing to the optimization of distance learning, with the aid of electronic devices, opening doors for more and more people to use such devices and have accessibility in the palm of their hands. Second, we built the theoretical support on the following concepts: the importance of digital inclusion in the education of the individual (COSCARELLI, 2007); the concept of hypermedia (GOSCIOLA, 2003); the reflection of how language and thought establish a relationship of multiple meanings within hypermedia (LÉVY, 1993); the description of the Educational Adaptive Hypermedia System, based on the Wlingua application, through the studies of Leiva (2003) and Palazzo (2000); the concept of autonomous apprentice cited by Dickinson (1987) and the account of autonomous learning according to Paiva (2009). The research is qualitative, descriptive and exploratory, in the terms of Richardson (1999). At the end of the analysis, we found that the learner presented aspects of autonomy, a constant presence in the digital environment and interest in expanding her knowledge of the E nglish language.