In this qualitative study based on constructivist learning theory, nine intermediate level university students of German were observed as they read foreign language texts on the Internet. Through observations, as well as think-aloud protocols and semi-structured interviews, the study identified Internet reading strategies the students used, and determined the difficulties they encountered in Internet reading activities. The observed strategies were related to four different types of reading tasks the students had to complete and to the language levels of the students. The four task types included: (a) scanning for specific information, (b) skimming and summary writing, (c) detailed reading and text comparison, and (d) observing linguistic phenomena in a text. The research questions arose from the observation that, while the Internet has a positive influence on motivation, independent learning and cultural understanding (Alm-Lequeux, 2001; Brandl, 2002; Chapelle, 2000; Lee, 1997), the literature also talks of frustration on the part of the students, and of students being overwhelmed by foreign language Internet pages (Kubota, 1999; Rüschoff & Wolff, 1999; Shetzer & Warschauer, 2000). This frustration is hypothesized to be due to the fact that Internet texts are authentic texts written for readers in the target culture, and have not been adjusted to the linguistic and cultural knowledge level of foreign language students. There is still little empirical research on the specific ways students deal with these difficulties while completing Internet reading tasks. The present study was carried out with the aim of shedding light on the Internet reading process for pedagogical purposes. The think-aloud technique of data collection permitted a deeper understanding and a more precise description of this special type of reading than would have been possible with interviews alone. The data analysis revealed eight key factors playing a role in foreign language Internet reading: course performance level, background knowledge, motivation, strategic reading, computer skills, problem-solving style, hypertext structure, and type of task. These factors lead to pedagogical implications for designing suitable Internet tasks for foreign language students, and for scaffolding the foreign language Internet reading process.

Thesis (M.Info.Sys.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 247-254.

In this qualitative study based on constructivist learning theory, nine intermediate level university students of German were observed as they read foreign language texts on the Internet. Through observations, as well as think-aloud protocols and semi-structured interviews, the study identified Internet reading strategies the students used, and determined the difficulties they encountered in Internet reading activities. The observed strategies were related to four different types of reading tasks the students had to complete and to the language levels of the students. The four task types included: (a) scanning for specific information, (b) skimming and summary writing, (c) detailed reading and text comparison, and (d) observing linguistic phenomena in a text. The research questions arose from the observation that, while the Internet has a positive influence on motivation, independent learning and cultural understanding (Alm-Lequeux, 2001; Brandl, 2002; Chapelle, 2000; Lee, 1997), the literature also talks of frustration on the part of the students, and of students being overwhelmed by foreign language Internet pages (Kubota, 1999; Rüschoff & Wolff, 1999; Shetzer & Warschauer, 2000). This frustration is hypothesized to be due to the fact that Internet texts are authentic texts written for readers in the target culture, and have not been adjusted to the linguistic and cultural knowledge level of foreign language students. There is still little empirical research on the specific ways students deal with these difficulties while completing Internet reading tasks. The present study was carried out with the aim of shedding light on the Internet reading process for pedagogical purposes. The think-aloud technique of data collection permitted a deeper understanding and a more precise description of this special type of reading than would have been possible with interviews alone. The data analysis revealed eight key factors playing a role in foreign language Internet reading: course performance level, background knowledge, motivation, strategic reading, computer skills, problem-solving style, hypertext structure, and type of task. These factors lead to pedagogical implications for designing suitable Internet tasks for foreign language students, and for scaffolding the foreign language Internet reading process. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This quantitative research, carried out at the military environment at the Defense Language Institute investigated whether learning approaches could predict learners' language proficiency and learners' attitude towards technology-enhanced language learning (TELL). In addition, it also examined whether learners' demographic factors, such as age, educational backgrounds, prior experience in foreign language learning and in TELL as well as their ability to use PC and the World Wide Web could predict the above mentioned language proficiency and attitude. A cluster sampling method was adopted and data was collected in four Chinese departments at the institute. Both the learning approaches inventory ASSIST and the attitudes towards TELL survey were administered to 158 Chinese language learners. 137 valid responses were obtained. All data were input into SPSS for regression and correlation analyses. Conclusions of the study are as follows: 1. The surface and apathetic approach (p<.01) was a significant predictor for both learners' measured language proficiency and their self-perception of academic performance. 2. The strategic approach was a positive predictor for learners' attitudes towards TELL; whereas, surface and apathetic approach was a negative predictor for learners' attitudes towards TELL. 3. None of the learners' demographic variables could not predict either learners' language proficiency or their attitudes towards TELL. Implications for instructional design, curriculum development, teacher education, as well as relevant research issues were discussed.

This thesis deals with the use of mobile touch technologies in German language teaching. The theoretical part of the work collects basic facts and knowledge about mobile touch devices, which are important as a didactic tool. Furthermore, the work on the theoretical level deals with information on teaching applications and teaching methods in which these touch technologies can be used. The Practical part of the work is devoted to the results of the research survey, namely the questionnaire research survey and the results from a sample lesson. The questionnaire survey revealed that mobile touch technologies are not widely distributed in schools and are not widely used during lessons. This thesis seeks to give readers a comprehensive description of the possibilities of didactic and methodical use of mobile touch devices in the teaching of German language.

Made available in DSpace on 2016-08-03T12:30:38Z (GMT). No. of bitstreams: 1 HONORIO LIBRAS.pdf: 1623910 bytes, checksum: dd09347d9d87afcdb8a99eed892714c8 (MD5) Previous issue date: 2007-10-18 / The objective of this work is to understand how the communication, through the Internet, is used and built, considered the subjects of inclusion and integration of hearing deficiency people. The concepts about communication, inclusion and integration are analyzed; the hearing deficiency and its meaning for the individuals and the subject of the sites in the Internet that deals with this subject and the type of approach communicational used inside this universe are also analyzed. The message of the transmitter (via internet) - decoded by the receiver (hearing deficient) - supplies to the receiver an integration in the world mediation capable to supply an appropriate inclusion and to facilitated the use of Internet for the hearing deficient (receiver). The analysis of the answers of the applied questionnaires to the users and the transmitters of information of the sites, as well as the used theories, should show if there are difficulties in the construction of new messages in the field of Internet and in the use of the receivers. The way for inclusion and communicational integration will go through the transformation of those messages and for projects and actions to be developed in the construction of the sites in the Internet.(AU) / O objetivo deste trabalho é compreender como a comunicação, através da Internet, é utilizada e construída, consideradas as questões da inclusão e integração de pessoas com deficiência auditiva. Analisam-se os conceitos sobre comunicação, inclusão e integração; a deficiência auditiva e seu significado para os indivíduos; a questão dos sites que tratam do assunto na Internet e o tipo de abordagem comunicacional utilizada dentro deste universo. A mensagem do transmissor (via Internet) - decodificada pelo receptor (deficiente auditivo) fornece ao receptor uma integração no mundo midiático capaz de fornecer uma inclusão adequada e uso facilitado da Internet pelo deficiente auditivo (receptor/a). A análise das respostas dos questionários aplicados aos usuários e aos transmissores de informações dos sites e as teorias utilizadas mostrarão se há dificuldades na construção de novas mensagens no campo da Internet e na sua utilização pelos receptores. O caminho da inclusão e integração comunicacional passará pela transformação dessas mensagens e por projetos e ações a serem desenvolvidos na construção dos sites na Internet.

Made available in DSpace on 2016-01-26T18:49:59Z (GMT). No. of bitstreams: 1 Anelise Chamorro - UNOESTE - Dissertacao Final ok (1).pdf: 947807 bytes, checksum: 25b0f8008a5269117e504dc442d84e08 (MD5) Previous issue date: 2015-06-03 / This research, linked to the Masters Program in Education at Univesidade do Oeste Paulista, has a qualitative approach and was carried out as an attempt to understand teachers perception of Information Technology and Language Arts (ITLA) as a complementary tool for the teaching learning process of child music education. This study points out the importance of ITLA in the teaching-learning process and shows the way for teachers in their attempt to work out teaching strategies which might help children learn music. Firstly, a social profile questionnaire and a semi-structured interview were designed comprising five teachers of child education at a public school in Álvares Machado (SP) dealing with the use of ITLA in child music education. Afterwards, a 30-hour workshop was held, in which the researcher presented three learning subjects (LS) - "Zorelha"," Creative practices on web 2.0" and "Gen Virtual" - which were broached by the interviewed teachers. After that, a new interview was held, based on a semi-structured direction, in order to identify possible changes in their conception of teaching-learning music following their contact with the learning subjects. Based on the answers given to the questionnaire, on the interviews, and on observation held during the workshop, the following analysis categories were devised: the teaching of music; the use of technology; the use of SL in music learning. The survey allowed us to understand those teachers background development meant for the teaching of music in schools, the use of technology in that specific environment, and aim of such a pedagogical action. One also found out that teachers encountered difficulties to teach music in schools because they did not have enough knowledge of the subject; that the ITLAs used as a teaching device contribute to the childrens background development; that teachers hardly know any kind of educational subject which might be used with the children in classroom and, by getting acquainted to it, by means of the workshop, they encountered difficulties to incorporate it into everyday school life. / Esta pesquisa, vinculada ao programa de Mestrado em Educação da Universidade do Oeste Paulista, tem abordagem qualitativa e busca compreender a percepção dos docentes sobre as Tecnologias de Informação e Comunicação (TIC) como ferramenta auxiliar no processo de ensino aprendizagem da educação musical infantil. Este estudo apresenta a importância do uso das TIC no processo de ensino-aprendizagem e abre caminho para os docentes buscarem estratégias de ensino que possam auxiliar no aprendizado musical das crianças. Foi realizado, inicialmente, um questionário de perfil social e uma entrevista semiestruturada com cinco professores de educação infantil de uma escola pública da cidade de Álvares Machado (SP) sobre o uso das TIC na educação musical infantil. Na sequência, foi oferecida uma oficina de 30 horas, na qual o pesquisador apresentou três objetos de aprendizagem (OA) Zorelha , Práticas criativas na web 2.0 e Gen Virtual que foram manuseados pelos docentes entrevistados. Em outro momento, foi realizada nova entrevista, baseada em roteiro semiestruturado, a fim de identificar possíveis mudanças na concepção sobre ensino e aprendizagem musical dos docentes depois de conhecerem os objetos de aprendizagem. Com base nas respostas do questionário, nas entrevistas e na observação durante a oficina, foram criadas as seguintes categorias de análise: o ensino da música; o uso da tecnologia; o uso dos OA no ensino da música. Este estudo permitiu compreender sobre a preparação dos professores para o ensino de música nas escolas, sobre a utilização da tecnologia neste ambiente, e qual a finalidade desta ação pedagógica. Constatou-se, ainda, que os professores apresentam dificuldades em lecionar música na escola porque não adquiriram conhecimento suficiente da matéria; que as TIC usadas como ferramenta de ensino contribuem para a formação das crianças; que os docentes desconhecem qualquer tipo de objeto educacional que possa ser utilizado com os alunos nas aulas e, ao conhecê-lo, por intermédio da oficina, apresentaram dificuldades de incorporá-lo no dia a dia escolar. Música; Educação Infantil; Objetos de Aprendizagem; Tecnologias de Informação e Comunicação

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-06-15T14:31:55Z No. of bitstreams: 2 Dissertação - Mariana Santana Ofugi - 2016.pdf: 2631956 bytes, checksum: 06c0223f8ff61564ab064ddb7b50f6c2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-28T11:37:49Z (GMT) No. of bitstreams: 2 Dissertação - Mariana Santana Ofugi - 2016.pdf: 2631956 bytes, checksum: 06c0223f8ff61564ab064ddb7b50f6c2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-28T11:37:50Z (GMT). No. of bitstreams: 2 Dissertação - Mariana Santana Ofugi - 2016.pdf: 2631956 bytes, checksum: 06c0223f8ff61564ab064ddb7b50f6c2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-04-08 / This study aims at investigating in what ways the work with the flipped classroom (a procedure through which students should study specific parts of the course content at home, through videos, for example, before they are discussed in the classroom) can help English as a foreign language students become more autonomous in their learning process. It also aims at analyzing the perceptions of the students and the teacher-researcher after they have worked under the flipped classroom model. This qualitative case study research was carried out at the Language Center at the Federal University of Goiás. 14 learners, mostly university students, and the teacher-researcher participated in the research. The data collection instruments were a questionnaire applied to students before they started working with the flipped classroom, an interview with the learners which was conducted by the end of the term, three video recorded classes and the field notes created by the teacher-researcher. The results showed that the learners displayed various signs of developing autonomy and a high level of cooperation throughout the classes. Their perceptions regarding the work with the flipped classroom were, for the most part, positive: many of them said they benefitted from being able to access the class content beforehand, and other learners stated that they preferred the flipped classes, since they were more dynamic. Some of the negative perceptions regard the fact that oftentimes they would forget to watch the videos, since they were not used to working under this technique. The teacher-researcher also benefitted from the work with the flipped classroom, mostly because it proved to be challenging and stimulating. In the final thoughts section, we discuss aspects such as the necessity of the teacher carefully performing an evaluation of their class before starting the work with the flipped classroom. This should be done in order to ensure all students have access to the materials and that they know what is expected from them in this way of having classes, which is probably new to them. / O presente trabalho tem como principais objetivos verificar de que formas o trabalho com a sala de aula invertida (SAI), um procedimento pelo qual os alunos devem estudar o material em casa, por meio de vídeos, por exemplo, antes de ele ser abordado em sala de aula, pode auxiliar os aprendizes de inglês como LE a se tornarem mais autônomos em seu processo de aprendizagem, além de investigar quais são as percepções desses aprendizes e da professorapesquisadora ao trabalharem sob esse modelo. Trata-se de um estudo de caso qualitativo realizado no Centro de Línguas da Universidade Federal de Goiás. Participaram da pesquisa 14 alunos, em sua maioria universitários, e a professora-pesquisadora. Os instrumentos de coleta de dados utilizados foram um questionário aplicado aos alunos antes do início do trabalho com a sala de aula invertida, uma entrevista com os aprendizes realizada ao fim do semestre, três aulas gravadas em vídeo e as notas de campo da professora-pesquisadora. Os resultados mostram que os aprendizes demonstraram diversos sinais de desenvolvimento de autonomia e uma maior cooperação entre si ao longo das aulas. Suas percepções a respeito do trabalho com a sala de aula invertida foram, em sua maioria, positivas: muitos alegaram terem se beficiado de poder ter acesso ao conteúdo da aula de antemão, e outros disseram que preferiram as aulas sob a SAI por elas apresentarem uma dinamicidade maior. A professorapesquisadora também se beneficiou do trabalho com a sala de aula invertida, que se mostrou desafiador e estimulante. As percepções negativas envolvem o fato de que muitas vezes eles se esqueceram de assistir aos vídeos, pois não estavam acostumados com essa técnica. Nas considerações finais, são discutidos aspectos como a necessidade de uma avaliação atenta do professor antes de iniciar o trabalho com a SAI, para que se tenha certeza de que todos os alunos terão acesso ao material e de que eles saibam exatamente o que se espera deles em um ambiente que provavelmente trará diferentes desafios para os aprendizes.

Made available in DSpace on 2016-07-18T17:54:24Z (GMT). No. of bitstreams: 1 Anelise Chamorro - UNOESTE - Dissertacao Final ok (1).pdf: 947807 bytes, checksum: 25b0f8008a5269117e504dc442d84e08 (MD5) Previous issue date: 2015-06-03 / This research, linked to the Masters Program in Education at Univesidade do Oeste Paulista, has a qualitative approach and was carried out as an attempt to understand teachers perception of Information Technology and Language Arts (ITLA) as a complementary tool for the teaching learning process of child music education. This study points out the importance of ITLA in the teaching-learning process and shows the way for teachers in their attempt to work out teaching strategies which might help children learn music. Firstly, a social profile questionnaire and a semi-structured interview were designed comprising five teachers of child education at a public school in Álvares Machado (SP) dealing with the use of ITLA in child music education. Afterwards, a 30-hour workshop was held, in which the researcher presented three learning subjects (LS) - "Zorelha"," Creative practices on web 2.0" and "Gen Virtual" - which were broached by the interviewed teachers. After that, a new interview was held, based on a semi-structured direction, in order to identify possible changes in their conception of teaching-learning music following their contact with the learning subjects. Based on the answers given to the questionnaire, on the interviews, and on observation held during the workshop, the following analysis categories were devised: the teaching of music; the use of technology; the use of SL in music learning. The survey allowed us to understand those teachers background development meant for the teaching of music in schools, the use of technology in that specific environment, and aim of such a pedagogical action. One also found out that teachers encountered difficulties to teach music in schools because they did not have enough knowledge of the subject; that the ITLAs used as a teaching device contribute to the childrens background development; that teachers hardly know any kind of educational subject which might be used with the children in classroom and, by getting acquainted to it, by means of the workshop, they encountered difficulties to incorporate it into everyday school life. / Esta pesquisa, vinculada ao programa de Mestrado em Educação da Universidade do Oeste Paulista, tem abordagem qualitativa e busca compreender a percepção dos docentes sobre as Tecnologias de Informação e Comunicação (TIC) como ferramenta auxiliar no processo de ensino aprendizagem da educação musical infantil. Este estudo apresenta a importância do uso das TIC no processo de ensino-aprendizagem e abre caminho para os docentes buscarem estratégias de ensino que possam auxiliar no aprendizado musical das crianças. Foi realizado, inicialmente, um questionário de perfil social e uma entrevista semiestruturada com cinco professores de educação infantil de uma escola pública da cidade de Álvares Machado (SP) sobre o uso das TIC na educação musical infantil. Na sequência, foi oferecida uma oficina de 30 horas, na qual o pesquisador apresentou três objetos de aprendizagem (OA) Zorelha , Práticas criativas na web 2.0 e Gen Virtual que foram manuseados pelos docentes entrevistados. Em outro momento, foi realizada nova entrevista, baseada em roteiro semiestruturado, a fim de identificar possíveis mudanças na concepção sobre ensino e aprendizagem musical dos docentes depois de conhecerem os objetos de aprendizagem. Com base nas respostas do questionário, nas entrevistas e na observação durante a oficina, foram criadas as seguintes categorias de análise: o ensino da música; o uso da tecnologia; o uso dos OA no ensino da música. Este estudo permitiu compreender sobre a preparação dos professores para o ensino de música nas escolas, sobre a utilização da tecnologia neste ambiente, e qual a finalidade desta ação pedagógica. Constatou-se, ainda, que os professores apresentam dificuldades em lecionar música na escola porque não adquiriram conhecimento suficiente da matéria; que as TIC usadas como ferramenta de ensino contribuem para a formação das crianças; que os docentes desconhecem qualquer tipo de objeto educacional que possa ser utilizado com os alunos nas aulas e, ao conhecê-lo, por intermédio da oficina, apresentaram dificuldades de incorporá-lo no dia a dia escolar. Música; Educação Infantil; Objetos de Aprendizagem; Tecnologias de Informação e Comunicação

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