M-learning: o uso do aplicativo duolingo para o ensino de gramática e vocabulário em língua inglesa em curso técnico de nível médio

Abstract

This research aims to apply and analyze a proposal of grammar and vocabulary teaching of English using the Duolingo mobile application for the technical course of integrated secondary education in person. The specific objectives are to describe the potentialities of using the application to promote teaching and learning of English grammar and vocabulary and to analyze the applicability of the complementary teaching proposal to the English course program of the technical course in the environment through m- learning. Our research is driven by the conception of studies on m-learning (GEDDES, 2004; TRAXLER, 2009; SACCOL, 2011; FERREIRA, 2012; SANTOS COSTA, 2013), digital literacy (KLEIMAN 2005; BAESSO 2006; FISHER 2007; In this paper, we present the results of the literature on the use of technologies in education (WARSCHAUER, 2000; MARKET, 2002; KENSKI 2007; LEVY, 2017, 1999, 1998; MAYRINK, 2017). In order to reach our goal, we developed four moments to account for our pedagogical intervention: in the first one, a questionnaire containing four questions was applied to the 31 students participating in the study to analyze the needs of the class in relation to teaching-learning in English. In the second, an initial evaluative diagnostic test was divided into three parts, consisting of 35 questions (objective, association of columns and discursives involving vocabulary) in order to understand the students' knowledge about the contents of the discipline program. In the third, 12 classes were taught in the period from November 1 to 22, 2017, totaling 7 meetings, 3 lessons per week, using the Duolingo application as a pedagogical technological teaching tool for grammar and vocabulary in the language English. In the fourth, a final evaluative diagnostic test was applied, which was intended to compare the results with the initial test and to identify if the application has the potential to promote the skills tested. Finally, we conclude that the pedagogical intervention allowed significant advances in the learning of grammar and vocabulary of the students, through the use of the Duolingo application, opening a possibility of teaching-learning, which may provide a better use of English language classes in federal school.