Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-02T22:26:31Z No. of bitstreams: 1 DiegoCesarLeandro_DISSERT.pdf: 2837747 bytes, checksum: 4424a133858de71d987d66fcde92addf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-03T22:12:40Z (GMT) No. of bitstreams: 1 DiegoCesarLeandro_DISSERT.pdf: 2837747 bytes, checksum: 4424a133858de71d987d66fcde92addf (MD5) / Made available in DSpace on 2016-03-03T22:12:40Z (GMT). No. of bitstreams: 1 DiegoCesarLeandro_DISSERT.pdf: 2837747 bytes, checksum: 4424a133858de71d987d66fcde92addf (MD5) Previous issue date: 2014-12-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / O Google Docs (GD) ? um editor online de textos por meio do qual m?ltiplos autores podem trabalhar s?ncrona ou assincronamente em um mesmo documento, o que pode auxiliar no desenvolvimento da habilidade de escrita em ingl?s (WEISSHEIMER; SOARES, 2012). Ao escrever colaborativamente, os aprendizes t?m mais oportunidades para perceber as lacunas na sua produ??o escrita, visto que s?o expostos a mais insumo lingu?stico por parte dos colegas coautores (WEISSHEIMER; BERGSLEITHNER; LEANDRO, 2012), e priorizam o processo de (re)constru??o textual, em detrimento da preocupa??o com o produto final (i.e., o texto pronto) (LEANDRO; WEISSHEIMER; COOPER, 2013). Ademais, no processo de aprendizagem de uma segunda l?ngua (L2), a produ??o de linguagem propicia a consolida??o de conhecimentos existentes e a cria??o de novos conhecimentos (SWAIN, 1985; 1993). Levando isto em considera??o, o presente estudo, de natureza quasi-experimental (NUNAN, 1992) e abordagem mista (D?RNYEI, 2007), objetiva investigar o impacto da escrita colaborativa mediada pela ferramenta GD no desenvolvimento da habilidade de escrita em L?ngua Inglesa (LI) e na percep??o de erros sint?ticos ou noticing (SCHMIDT, 1990). Trinta e quatro licenciandos em Letras/Ingl?s integraram o estudo, sendo 25 no grupo experimental e nove no grupo controle. Ambos os grupos passaram por um pr?-teste e por um p?s-teste para que pud?ssemos medir o noticing de estruturas sint?ticas. Os participantes do grupo experimental foram expostos a uma experi?ncia de aprendizagem h?brida, a qual consistiu em aulas presenciais de leitura e produ??o escrita em LI e na escrita colaborativa de tr?s narrativas completas contadas em 100 palavras, denominadas flash fiction (FF), fora de sala de aula, online por meio do GD, durante 11 semanas. O grupo controle teve igualmente aulas presenciais de leitura e produ??o escrita em LI, por?m n?o praticou nenhum tipo de escrita colaborativa. Analisamos a primeira e a ?ltima narrativa produzida pelos participantes do grupo experimental a fim de medir a acur?cia gramatical, operacionalizada como a quantidade de erros gramaticais a cada 100 palavras (SOUSA, 2014) e a densidade lexical, operacionalizada como a rela??o entre o n?mero de palavras produzidas com propriedades lexicais e o n?mero de palavras produzidas com propriedades gramaticais (WEISSHEIMER, 2007; MEHNERT, 1998). Adicionalmente, os participantes do grupo experimental responderam a um question?rio online sobre a experi?ncia h?brida a qual foram expostos. Os resultados quantitativos mostram que os participantes passaram a produzir textos com mais densidade lexical ap?s 11 semanas de interven??o pedag?gica. J? os resultados quantitativos do noticing e da acur?cia gramatical foram contr?rios ao esperado, por?m nos fornecem insights sobre o modelo de teste, no caso do noticing, e sobre a atitude ? positiva ? dos participantes em rela??o ? escrita colaborativa de FF. Os resultados qualitativos evidenciam a utilidade da escrita colaborativa mediada por tecnologia no processo de aprendizagem de L2. / Google Docs (GD) is an online word processor with which multiple authors can work on the same document, in a synchronous or asynchronous manner, which can help develop the ability of writing in English (WEISSHEIMER; SOARES, 2012). As they write collaboratively, learners find more opportunities to notice the gaps in their written production, since they are exposed to more input from the fellow co-authors (WEISSHEIMER; BERGSLEITHNER; LEANDRO, 2012) and prioritize the process of text (re)construction instead of the concern with the final product, i.e., the final version of the text (LEANDRO; WEISSHEIMER; COOPER, 2013). Moreover, when it comes to second language (L2) learning, producing language enables the consolidation of existing knowledge as well as the internalization of new knowledge (SWAIN, 1985; 1993). Taking this into consideration, this mixed-method (D?RNYEI, 2007) quasi-experimental (NUNAN, 1999) study aims at investigating the impact of collaborative writing through GD on the development of the writing skill in English and on the noticing of syntactic structures (SCHMIDT, 1990). Thirtyfour university students of English integrated the cohort of the study: twenty-five were assigned to the experimental group and nine were assigned to the control group. All learners went through a pre-test and a post-test so that we could measure their noticing of syntactic structures. Learners in the experimental group were exposed to a blended learning experience, in which they took reading and writing classes at the university and collaboratively wrote three pieces of flash fiction (a complete story told in a hundred words), outside the classroom, online through GD, during eleven weeks. Learners in the control group took reading and writing classes at the university but did not practice collaborative writing. The first and last stories produced by the learners in the experimental group were analysed in terms of grammatical accuracy, operationalized as the number of grammar errors per hundred words (SOUSA, 2014), and lexical density, which refers to the relationship between the number of words produced with lexical properties and the number of words produced with grammatical properties (WEISSHEIMER, 2007; MEHNERT, 1998). Additionally, learners in the experimental group answered an online questionnaire on the blended learning experience they were exposed to. The quantitative results showed that the collaborative task led to the production of more lexically dense texts over the 11 weeks. The noticing and grammatical accuracy results were different from what we expected; however, they provide us with insights on measurement issues, in the case of noticing, and on the participants? positive attitude towards collaborative writing with flash fiction. The qualitative results also shed light on the usefulness of computer-mediated collaborative writing in L2 learning.