Aprendizagem de Inglês como L2 Baseada em Tarefas: um diálogo de saberes entre complexidade e o ciclo de desenvolvimento linguístico mediado pela tecnologia

Abstract

This study aims to analyze the process of teaching/learning English as a second language in CALL, with an emphasis on oral interaction in an environment mediated by a synchronous communication tool using Task-Based Learning(TBL) under the perspective of the Complexity Theory. In addition, it aims to analyze the task cycle in CALL under the perspective of the Complexity Theory and define this cycle in an environment mediated by synchronous communication tool under the perspective of the Complex Adaptive Systems having as a primary theoretical reference the works of Diane Larsen-Freeman among others. This study also proposes to test the use of task-based learning mediated by a synchronous communication tool as an oral interaction alternative to complement self-instructional courses of English as a second language and assess the results of the transposition of TBL from the face to face environment to the one mediated by this tool. The methodology of this study is of a netnographic character as this way to carry out an investigation allows the researcher to deal with theory and practice adapting the ethnographic method to include the influence of the internet in technology-mediated environments. The dataset was built using video recordings of five classes carried out in an environment mediated by Zoom which is a synchronous communication tool using Task-Based Learning as a teaching approach. Based on a complex and netnographic perspective for data observation, it was possible to demonstrate that Technology-mediated Task Based Learning has proved to be an appropriate companion to the principles of the Complexity Theory. It was also found that the task cycle mediated by Zoom may be characterized as a learning complex adaptive system as the main features of this type of system were found. The task cycle, in this new learning environment, is sensitive to initial conditions, unpredictable, open, dynamic, adaptive, complex, chaotic, nonlinear, self-organizing, and sensitive to feedback. Besides, the cycle exhibited an emerging character from the interaction of all characteristics throughout the investigation. It was also possible to see a perfect synergy between TBL and Zoom since positive aspects were found when performing the evaluation of this transposition. Lastly, by testing and evaluating the results of transposing Task- Based Learning to this new learning environment, this study aims to contribute to the development of a new area of investigation in CALL due to the need to better understand the pedagogical implications of the interactions which take place in this new context for learning English as a L2 in a complex and non-reductionist manner, based on a robust theory such as the Complexity Theory.