This study explored the learning experience of Arabic language learners at the college level, focusing on their perception of effective and ineffective Arabic language teachers as well as the influence of their experiences on their motivation. The study also attempted to shed some light on the nature of the teacher-student interaction within the current sociopolitical context. The 29 students who agreed to participate in this study were all Arabic language learners enrolled in the second year or higher of Arabic at a major university in the United States. Data were collected from multiple sources including an open-ended survey and semi-structured interviews that were conducted on a one-on-one basis with the participants. Data were analyzed using coding procedures suggested by Strauss and Corbin (1998) from a grounded theory qualitative approach. Results indicated that participants perceived their effective Arabic language teachers as adaptable teachers. These adaptable teachers influence learners' learning outcomes by balancing their high expectations of their students with an awareness of language learning needs. Moreover, participants' perceptions of their best Arabic learning experiences were always associated with adaptable teachers, whose positive interaction style radiated throughout in their teaching. The data indicated that participants were intrinsically motivated in four different ways: (1) intrinsic motivation for the linguistic aspects of Arabic, (2) intrinsic motivation for knowledge, (3) intrinsic motivation for optimal experience, and (4) intrinsic motivation for accomplishment. Moreover, motivation constructs such as expectancy-value, self-efficacy, and flow were related to the students' experiences. According to many students, the more years they spent in learning Arabic, the more they had become obsessed with it. Most participants in this study credited both native and non-native speakers as effective language teachers.. Participants credited their native teachers for their linguistic knowledge and their in-depth understanding of the Arabic culture and described them as resourceful. At the same time, they credited non-native teachers for their pedagogical knowledge, organizational skills, and knowledge of learners' characteristics, and described them as role models. Suggestions for future research and implications for research and practice are discussed. / Not available / text

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-02-16T15:14:12Z No. of bitstreams: 1 DISS_2015_Elieti de Fátima dos Santos.pdf: 1147296 bytes, checksum: d5c8b2729bcf8b7aefd8aa5ec727e106 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-17T12:29:14Z (GMT) No. of bitstreams: 1 DISS_2015_Elieti de Fátima dos Santos.pdf: 1147296 bytes, checksum: d5c8b2729bcf8b7aefd8aa5ec727e106 (MD5) / Made available in DSpace on 2017-02-17T12:29:14Z (GMT). No. of bitstreams: 1 DISS_2015_Elieti de Fátima dos Santos.pdf: 1147296 bytes, checksum: d5c8b2729bcf8b7aefd8aa5ec727e106 (MD5) Previous issue date: 2015-05-29 / O objetivo desta pesquisa é investigar como o Projeto Sala de Educador (PSE) de uma escola pública de ensino médio em Várzea Grande, Mato Grosso, no ano de 2013, foi entendido, implementado e vivenciado por cinco professores da área de Linguagem para atender seus interesses pessoais e profissionais, mas também de seus alunos e da própria escola. A pesquisa é de natureza qualitativa de cunho etnográfico embasada em duas perguntas orientadoras: o que fazem professores da área de Linguagem quando se reúnem na Sala de Educador? Como os professores interpretam os acontecimentos em que se engajam? Os principais instrumentos utilizados para registrar os dados foram a observação participante, um questionário e entrevistas semi-estruturadas com os participantes do estudo. Além disso, dados atinentes às discussões de textos pelos professores foram gravados e transcritos. Na análise, com base nas perguntas de pesquisa, primeiramente, o estudo descreve os tipos de eventos em que os professores participam quando se reúnem na Sala de Educador; em seguida, apresenta e analisa dados que indicam os sentidos atribuídos pelos atores aos eventos em que se engajam. Através da análise, as múltiplas vozes dos cinco professores da área da Linguagem puderam ser evidenciadas e relacionadas a importantes aspectos para o desenvolvimento do PSE no futuro. Dentre os acontecimentos, diversas barreiras apareceram, trazendo oportunidades de decisões coletivas e envolvimentos dos participantes, outras tantas, embora não resolvidas, fizeram parte de reflexões e projeções de melhorias no futuro. Este estudo traz contribuições para o entendimento de que o PSE se constitui como espaço de formação contínua e, enquanto tal, pode e deve se constituir em espaço de reflexão, construção e desconstrução de ideias que possibilitem organizar a prática pedagógica de professores em função das necessidades locais de seus alunos e da escola, não como um ato isolado, individual, mas como uma ação de caráter coletivo e colaborativo. / The objective of this research is to investigate how the Educator Meeting Room Project in a public high school in the city of Várzea Grande, Mato Grosso, in 2013, was understood, implemented and experienced by five teachers of the area of languages to attend their personal and professional interests but also the interests of their students and their school. The qualitative ethnographic study has two guiding questions: What do the language teachers do when they meet in the Educator Meeting Room? How do the teachers interpret the events in which they engage? The main instruments used to record the data were participant observation, a questionnaire and semi-structured interviews with participants of the study. In addition, data related to the discussions of texts by the teachers were recorded and transcribed. In the analysis, based on the research questions first, the study reports the events in which the teachers participated when they met in the Educator Meeting Room were reported; next, it presents and analyzes the data, which indicate the meanings attributed by the actors to the events in which they engaged. Through analysis, the multiple voices of the five language teachers could be highlighted and related to important aspects for the development of the Educator Meeting Room in the future. Among the happenings, diverse barriers appeared bringing opportunities for collective decisions and involvement of participants. Though many were not resolved, they were part of reflections and projections for future improvements. This study brings, in the first place, contributions for the understanding that Educator Meeting Room Project constitutes a space for continuing education and as such can and should constitute a space of reflection, construction and deconstruction of ideas that enable organizing pedagogical practice of teachers in function of the local necessities of their students and school, not as an isolated, individual act but as an collective and collaborative action.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Cada vez mais, os professores vÃm exercendo um papel de destaque na ressignificaÃÃo das prÃticas de ensino-aprendizagem de lÃngua materna. Nesse contexto, os cursos de formaÃÃo continuada e inicial de professores de lÃngua materna vÃm sendo repensados. Nesta pesquisa, entÃo, identificamos e reconhecemos o acervo de representaÃÃes sociais (doravante RS) de oito estagiÃrias da disciplina de EstÃgio em Ensino de LÃngua Portuguesa do curso de Letras-PortuguÃs da UFC sobre o estÃgio de regÃncia, engendradas, mobilizadas e ressignificadas na e pela disciplina. Considerando a premissa de que o estÃgio à o espaÃo privilegiado de ressignificaÃÃo de representaÃÃes docentes, analisamos se hÃ, de fato, ressignificaÃÃes nesse espaÃo. Essa proposta à crucial para (re)pensarmos o estÃgio de regÃncia como etapa do percurso formativo do professor de lÃngua materna. Em uma abordagem discursiva e ideolÃgica das RS, na qual destacamos a funÃÃo da linguagem no engendramento e na circulaÃÃo de representaÃÃes,delineamos, a partir das tomadas de posiÃÃo das estagiÃrias frente ao objeto de representaÃÃo âestÃgio de regÃnciaâ, (re)veladas pelas modalizaÃÃes no seu discurso durante a interaÃÃo com os seus pares em grupos focais, os sentidos e os valores que elas, as estagiÃrias, atribuem ao estÃgio de regÃncia, antes e durante a disciplina. Para isso, apoiamo-nos nos quadros teÃrico-metodolÃgicos da Teoria das RepresentaÃÃes Sociais (MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 ), do Interacionismo SÃcio-discursivo (BRONCKART, 2006, 2008, 2009) e nos conceitos de grupo social e de ideologia (VAN DIJK, 1999, 2003, 2009). Como procedimentos de coleta de dados, adotamos um questionÃrio e dois Grupos Focais (doravante GFs), situaÃÃes de aÃÃo de linguagem em que as estagiÃrias se engajaram e mobilizaram suas RS sobre o estÃgio de regÃncia. Como categoria de anÃlise, adotamos as modalizaÃÃes (BRONCKART, 2009), pois materializam linguisticamente avaliaÃÃes e julgamentos. A partir da anÃlise das modalizaÃÃes, identificamos as tomadas de posiÃÃo do grupo frente Ãs atividades e Ãs prÃticas da disciplina. Em nossa anÃlise qualitativa-interpretativista, percebemos que as estagiÃrias representam o estÃgio de regÃncia, tanto antes quanto durante a disciplina, a) como aprendizagem da profissÃo e como aplicaÃÃo da teoria e de tÃcnicas de ensino, b) como feedback/avaliaÃÃo da prÃtica e c) como atividade final para conclusÃo do curso e como Ãltima etapa para certificaÃÃo. Sendo assim, as estagiÃrias, durante a disciplina, nÃo ressignificaram suas RS e, marcadas por essas RS, participaram das atividades da disciplina apenas para cumprirem aspectos burocrÃticos, sem refletirem significativamente sobre, por exemplo, o seu agir. Nesse sentido, o estÃgio de regÃncia pouco contribuiu para a ressignificaÃÃo das RS das estagiÃrias sobre as atividades e sobre as prÃticas do estÃgio de regÃncia, dado o carÃter transitÃrio da disciplina. Nossa pesquisa, entÃo, lega à reflexÃo dos responsÃveis pela formaÃÃo de novos professores resultados que devem inquietÃ-los: se professores em formaÃÃo inicial representam o espaÃo do estÃgio de regÃncia nÃo como o espaÃo propiciador de ressignificaÃÃes do fazer/ser docente, mas como o espaÃo de cumprimento de obrigaÃÃes burocrÃticas para efeito de obtenÃÃo de Diploma de Licenciatura, que docente estamos formando? / Increasingly, teachers have played a prominent role in the redefinition of teaching practices and language learning (L1). Within this context, continuing education programs and certification courses for first language teachers are being rethought. In this research, it is intended to identify and recognize the collective social representations (SR) achievements of eight student teachers in regards of Portuguese Teaching Practicum at UFC Language and Arts major. Through a discursive and ideological view of RS, we sought to delineate from the positions taken by the student teachers of the object of representation " student teaching practicumâ unfolds in their discourse during the interaction with their peers in focus groups of the meanings and values that they attach to student teaching practicum, before and during the discipline. For this, we rely on the theoretical and methodological frameworks of social representations theory(MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 )and socio-discursive interactionism ( BRONCKART , 2006, 2008, 2009). We also support the concepts of group and social ideology proposed by van Dijk (1999, 2003, 2009). As data collection procedures we adopted a questionnaire and two focus groups ( FG ), language -action situations by which the student-teachers engaged and mobilized their RS during the practicum experience. As for the analysis, we have adopted the modalizations, from which the actions taken by the group were identified and in face of the activities required for the course. Using a qualitative -interpretive lens, we found that the student teachers represent the practicum experience as: a) the learning of the profession and as the application of theory and of teaching techniques via practice, b ) as feedback[assessment]of their practice and, c ) as the final requirement for the undergraduate course completion or as a last step towards certification. Thus, the student teachers, during the course did not reformulate the RS. Marked by these RS, the student teachers participate in the activities of the course only to fulfill bureaucratic aspects without significantly reflecting on, for example, theirteaching actions.

Orientador: Marilda do Couto Cavalcanti / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T05:14:53Z (GMT). No. of bitstreams: 1 Patel_SamimaAmade_D.pdf: 1971313 bytes, checksum: 6760c5646819060d63bbbf79037ec703 (MD5) Previous issue date: 2012 / Resumo: O presente estudo é o resultado de uma pesquisa qualitativa, com um viés etnográfico interpretativo (ERICKSON, 1982; MASON, 1997), situada na Linguística Aplicada em sua vertente INdisciplinar (MOITA LOPES, 2006) e transgressiva (PENNYCOOK, 2006), com atenção particular em contextos de minorias (MAHER 1997, 2006) ou minoritarizados (CAVALCANTI, 1999, 2006), bem como no contexto sociolinguístico moçambicano (LOPES 2004). A pesquisa focaliza os posicionamentos dos formandos do II Curso da Licenciatura em "Ensino de Línguas Bantu" da Universidade Eduardo Mondlane, em Moçambique e nos Institutos de Formação de Professores, com base nas disciplinas de "Didáctica de Ensino de Línguas Bantu e Metodologias de Educação bilingue" e "Estágio". O trabalho busca sustentação teórica nos Estudos Culturais (BHABHA, 1994; CAVALCANTI, 2007, 2011; HALL, 1992, 1999; MAHER, 1998, 2007; WOODWARD, 2009; SILVA, 2009) e Estudos Poscoloniais (APIAH, 1997; BHABHA, 1994; CAVALCANTI, 2007, 2011; LOOMBA, 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). No concernente ao posicionamento, a tese sustenta-se em teorias sobre o posicionamento interaccional (MOITA LOPES, 2009; WORTHAM, 2001) e posicionamentos marcados como ideológicos (BORBA, 2011; MOITA LOPES, 2009). Neste estudo opero numa visão de linguagem dialógica e discursiva e no reconhecimento do bilinguismo e educação bilingue (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998, 2006; ROMAINE, 1995) e, ainda, do letramento/literacia e e-letramento/e-literacia como práticas sociais específicas (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Tendo os Fóruns de Discussão em ambiente virtual como foco principal da análise procedi à investigação dos posicionamentos dos participantes em seu processo de formação, visando responder a questão norteadora do estudo: "Como os participantes da pesquisa se posicionam interaccionalmente no processo pedagógico de sua formação como formadores de professores de educação bilingue?" Para isso foram escolhidos, para a análise, os seguintes temas vistos como importantes na sua formação: (a) bilinguismo e educação bilingue, (b) cultura, identidade, diferença e (c) pragmatismo profissional. Os resultados mostram que, na transição entre as aulas presenciais, o ambiente virtual e o estágio pedagógico, os participantes da pesquisa, especialmente os alunos, transitam entre posicionamentos críticos ou de aceitação, ideologicamente marcados como étnicos/linguísticos/culturais ou marcados como unidade nacional, na maioria das vezes, relacionados ao contexto moçambicano e indo além do contexto educacional. Assim, no que se refere a bilinguismo e educação bilingue há questionamento sobre hipóteses de ensino em contexto bilingue, principalmente, em relação a conceitos tais como bilinguismo equilibrado e semilinguismo, políticas linguísticas e direitos linguísticos. Quanto a cultura, identidade e diferença há tensões críticas pessoais, interétnicas e institucionais fortemente colocadas. No concernente a profissionalização há uma busca de espaço de trabalho legitimado por políticas linguísticas favoráveis às línguas Bantu e à educação bilingue / Abstract: This study is the result of a qualitative research, under an ethnographic interpretative perspective (ERICKSON; 1982; MASON, 1997) set on INdisciplinary (MOITA LOPES, 2006), and transgressive Applied Linguistics (PENNYCOOK, 2006), with especial attention to minority (MAHER, 1997; 2006), or minoritisized contexts (CAVALCANTI, 1999; 2006), as well as Mozambican sociolinguistic context (LOPES, 2004). The research focuses on positioning of those graduating in the II Teaching Course on Bantu Languages, offered by the University Eduardo Mondlane in Mozambique and the Teachers' Training Institutes, based on data collected at the subjects: Bantu Languages Teaching Didactics and Bilingual Education Methodology, and Supervised Internship. This study designs its theoretical basis on Cultural Studies (BHABHA, 1994; CAVALCANTI, 2007; 2011; HALL, 1992; 1999; MAHER, 1998, 2007; WOODWARD, 2009, SILVA, 2009), and postcolonial studies (APIAH, 1997; BHABHA, 1994; CAVALCANTI; 2007, 2011; LOOMBA; 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). Concerning its point of view, the dissertation is based on theories about interactional positioning (MOITA LOPES, 2009; WORTHAM, 2001), and those positioning marked as ideological (BORBA, 2011; MOITA LOPES, 2009). I carry out this study under a dialogical and discursive view of language, and the recognition of Bilingualism and bilingual education (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998; 2006; ROMAINE; 1995), as well as literacy and e-literacy as specific social practices (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Virtual Discussion Forums were the main target for analysis, and the investigation of participants on training process was carried out in order to answer the study's guiding question: How do the study participants set their positioning, in interactional terms, on pedagogical process of their own apprenticeship as Bilingual Education Teacher Trainers? The topics chosen for analysis, regarded as important to their training process were (a) bilingualism and bilingual education; (b) culture, identity, difference; and (c)professional pragmatism. Results showed that participants, on the transition between classes, virtual environment, and pedagogical internship, especially those ones finishing the course, ranged from critical positioning to those of acceptation, ideologically marked as ethnic/linguistic/cultural, or marked as national unity, mostly related to Mozambican context and going beyond educational context, Thus, concerning bilingualism and bilingual education, there is questioning about teaching in bilingual context hypotheses, mainly about concepts such as balanced bilingualism and semilingualism, linguistic politics and linguistic rights. Regarding culture, identity, and difference, there are strongly set personal, interethnic, and institutional conflicts. Concerning professional perspectives, there is a pursuit for working opportunities legitimated by language policies favorable to Bantu languages and bilingual education / Doutorado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Doutor em Linguística Aplicada

Mainstream teachers who obtained their English as a second language (ESL) certification by exam only are faced with increasing numbers of English language learners (ELLs) in their classrooms. Decreasing standards for teacher ESL certification and increasing accountability for ELLs has made teachers' role in effectively increasing the language and academic skills of ELLs an area of major concern. This study used a survey and focus group interviews to obtain information regarding ESL-certified fourth- and fifth-grade teachers' perceived preparedness, practices and resources needs related to meeting the academic and language needs of ELLs in general education classrooms. The results indicated that teachers reported differences in their perceived preparedness based on years teaching experience, years of ESL certification, professional development hours, and university ESL courses, but not on certification route. The results also showed that teachers reported differences in their sheltered instruction practices based on the percentage of ELLs, but not on grade, instructional design, or preparedness. The correlation analysis revealed there is a positive correlation between preparedness and sheltered practices. The study revealed that while teachers are using strategies that make content lessons accessible and comprehensible to ELLs, they are often not specifically addressing the academic language development of their students. It is recommended that districts provide teachers with professional development opportunities that specifically address second language acquisition and practical ways to develop academic language across the content areas.

The purpose of this study was to examine and document second language teachers' perceptions of their implementation of a meaning-making approach, known as the Acquisition Model, to second language instruction. Of particular focus were the concerns and strategies the second language teachers experienced when changing their pedagogical practice from mechanical to meaning making. The main research question, which guided this study, was: "What is the 'lived experience' of L2 teachers as they implement an innovative pedagogy to teach a second language?" The researcher addressed this research question through Max van Manen's (1990) six step phenomenological method, "Researching Lived Experience" and image-based research techniques (i.e., photo elicitation and reflexive photography). In addition, the researcher also created and applied an innovative data collection technique, which she called Collaborative Imagery. Findings from this study generated various implications in the areas of second language education, curricular change, teacher reflection, image-based research, and educational research.

Migration flows have created various educational needs worldwide. One such is HeritageLanguage Education as people claim their right to connect with their cultural, traditional,religious and linguistic background while they reside abroad. Ethnic communities haveestablished settings in which they aim to sustain their ethnolinguistic capital. The presentthesis explores how heritage language teachers perceive their role in two HeritageLanguage Community Schools, in Athens and in Stockholm. Based on a qualitativedesign, the research focuses on sociolinguistic phenomena such as language use andmaintenance, and ethnic identity creation. Data were collected in Athens and Stockholmthrough semi-structured interviews with nine teachers. The analysis of findings revealsself-perceptions of teacher role that include cultural and linguistic connotations. Teacherscontribute to language use and maintenance and to some extend to ethnic identityformation. Teacher practices and experiences strive not only for linguistic developmentbut for group’s ethnolinguistic vitality as well. The study concludes that there is a needfor further research on teachers of Heritage Language Education since the topic has notgotten the attention it deserves.

The aim of the present study is to find out what the self-perceptions of Greek non-native speaking teachers of English (non-NESTs) are regarding their effectiveness as foreign language teachers. What is more, the study aims to explore the Greek non-NESTs’ perceptions about their teaching employability opportunities, in positions for which NESTs also apply. More specifically, in the present study, 32 non-NEST Greek participants were asked to answer a questionnaire regarding their self-perceptions as non-NEST teachers, their experiences with issues of equality in teaching employment opportunities, on the basis of their non-nativeness, and their self-perceived teaching differences and/or similarities with native speaking teachers of English. The results of the study revealed that, in general, the participants are confident in teaching the language. However, they seem to be sceptical about the possibilities of a Greek non-NEST to be preferred for a private school teaching position, over a native-speaking teacher candidate. The study also showed that the Greek participants claimed grammar and syntactic knowledge, as well as the opportunity to use their and their students’ first language (L1) during lessons, to be their most significant teaching assets -with the latter possibly further contributing to the development of the target language, as long as the non-NEST knows the appropriate mechanisms to enhance L2 literacy development through the use of the L1. At the same time, the English language levels where they report needing stronger proficiency are pronunciation and vocabulary.

Orientador: Douglas Altamiro Consolo / Coorientador: Melissa Alves Baffi-Bonvino / Banca: Maria Helena Vieira Abrahão / Banca: Sandra Regina Butros Gattolin de Paula / Resumo: O Exame de Proficiência para Professores de Línguas Estrangeiras (EPPLE) tem sido foco de muitas pesquisas no Brasil. Recentemente, desenvolveu-se o pré-teste ao teste oral do EPPLE com o intuito de fornecer aos candidatos uma informação preliminar sobre sua proficiência, que pudesse prever os resultados do exame. O objetivo deste trabalho é debater a possibilidade de se oferecer um pré-teste ao EPPLE oral, com validade de critério em relação a ele, e que seja disponível em dispositivos tecnológicos móveis. Assim, o pré-teste foi aprimorado em relação a uma versão anterior, e aplicado a dois grupos de professores de língua inglesa (em formação), um através de computadores e outro através de dispositivos tecnológicos móveis. Parte dos participantes realizou também o EPPLE. Nossos dados provêm dos resultados dessas aplicações, de observações de campo nesses momentos, e de um questionário aplicado aos participantes logo após, em que respondem a perguntas sobre suas impressões gerais do pré-teste e também de seu meio de aplicação (computadores ou celulares). Em nossa análise, avaliamos os resultados do pré-teste em comparação aos do EPPLE buscando evidências de validade preditiva e paralela. Além disso, investigamos os potenciais desafios e vantagens em se utilizar as tecnologias propostas para a aplicação do teste. Os dados apontaram para um paralelismo, embora não totalmente direto, entre os resultados do EPPLE oral e do pré-teste, o que sugere que o pré-teste possa ser usado... / Abstract: The Proficiency Exam for Foreign Language Teachers (EPPLE) has been the subject of much research in Brazil. Recently, a pretest to the oral test of EPPLE was developed in order to provide preliminary information on the candidates'proficiency that could predict the results of the exam. The objective of this work is to discuss the possibility of offering a pretest to the EPPLE oral test, with criterion validity, and available on mobile devices. Thus, the pretest was improved over an earlier version, and taken by two groups of Brazilian English teachers (in pre-service education). The first group took the test through computers and the second through smartphones. Part of these participants also took the EPPLE examination. Our data is provided by the scores in both tests, field observations during the applications, and a survey answered by participants shortly after taking the pretest, in which they are asked about their general view of the pretest and also about the means of application (computers or mobile devices). In our analysis, we compared results of the pretest to the EPPLE's, looking for evidence of predictive and parallel validity. In addition, we investigated potential challenges and advantages of using the proposed technologies in the application of the pretest. The results pointed to a parallel, although not quite direct, relationship between the results of the oral EPPLE and the pretest, which suggests that the pretest can be used as a prediction tool. Besides, there was no significant difference in the results of the applications through cell phones and computers, although in the surveys the participants pointed out characteristics of each technology, describing advantages and disadvantages. The results therefore indicate that it possible to develop a valid pretest that is also available on mobile devices, despite the limitations found during the study. Our ... / Mestre

published_or_final_version / Education / Master / Master of Science in Information Technology in Education