ALMEIDA, V. A.; ALMEIDA, Vanessa Alves de.
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.
