“All Hands-on Deck”
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.25749/sis.26985 |
Resumo: | Supported by Chou’s Octalysis Framework (2016) in the design of activities, this article investigates how Octalysis framework-based reading and writing activities can be conducive to foster the learning of reading and writing in English as a Foreign Language by primary education pupils in a collaborative project-based learning context. A case study was carried out in a third-grade classroom in a Portuguese private school. The sessions, developed in face-to-face and online modes, were organized according to pupils’ answers to a questionnaire – to identify their learning preferences. Qualitative data, collected through sessions’ audio and video recordings, pupils’ assignments, group assessments, and cloze tests became the basis of this paper. Results revealed that pupils were motivated and engaged in performing reading and writing tasks, having improved their reading and writing skills, and also promoted the development of social and cognitive soft skills. |
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“All Hands-on Deck”“Todas las Manos en la Cubierta”“Todos ao Convés”Other articlesSupported by Chou’s Octalysis Framework (2016) in the design of activities, this article investigates how Octalysis framework-based reading and writing activities can be conducive to foster the learning of reading and writing in English as a Foreign Language by primary education pupils in a collaborative project-based learning context. A case study was carried out in a third-grade classroom in a Portuguese private school. The sessions, developed in face-to-face and online modes, were organized according to pupils’ answers to a questionnaire – to identify their learning preferences. Qualitative data, collected through sessions’ audio and video recordings, pupils’ assignments, group assessments, and cloze tests became the basis of this paper. Results revealed that pupils were motivated and engaged in performing reading and writing tasks, having improved their reading and writing skills, and also promoted the development of social and cognitive soft skills.Apoyado en el modelo Octalysis (2016) en el diseño de actividades, este artículo analiza como las actividades de lectura y escritura pueden ser provechosas para fomentar aprendizajes de lectura y escritura en inglés, como lengua extranjera, por alumnos del 3º año en contexto de aprendizaje colaborativa basada en proyectos en la resolución de problemas en colaboración. Fue realizado un estudio de caso en una escuela privada portuguesa. Las sesiones, presenciales y online, fueron organizadas según las respuestas de los alumnos a un cuestionario, para identificar preferencias en el aprendizaje. Los dados cualitativos, recogidos en grabaciones audiovisuales de las sesiones, trabajos de los alumnos, heteroevaluaciones y test Cloze se volvieron la base de este trabajo. Los resultados revelaron que los alumnos que estaban motivados y empeñados en las actividades de lectura y escritura, mejoraban sus capacidades de lectura y escritura y promovieron el desenvolvimiento de competencias sociales y cognitivas.Apoiado no modelo Octalysis (2016) na conceção das atividades, este artigo analisa como as atividades de leitura e escrita podem ser conducentes a fomentar as aprendizagens da leitura e escrita em inglês língua estrangeira por alunos do 3º ano em contexto de aprendizagem colaborativa baseada em projetos na resolução de problemas. Foi realizado um estudo de caso numa escola privada portuguesa. As sessões, presenciais e on-line, foram organizadas de acordo com as respostas dos alunos a um questionário, para identificar preferências na aprendizagem. Os dados qualitativos, recolhidos em gravações audiovisuais das sessões, trabalhos dos alunos, heteroavaliações e testes Cloze tornaram-se a base deste trabalho. Os resultados revelaram que os alunos estavam motivados e empenhados nas atividades de leitura e escrita, tendo melhorado as suas capacidades de leitura e escrita e promovido o desenvolvimento de competências sociais e cognitivas.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2022-10-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.26985eng2182-96402182-8474Fortunato, MartaMoreira, AntónioSimões, Ana Raquelinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-11-04T08:15:30Zoai:ojs.revistas.rcaap.pt:article/26985Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:14:12.838399Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
“All Hands-on Deck” “Todas las Manos en la Cubierta” “Todos ao Convés” |
title |
“All Hands-on Deck” |
spellingShingle |
“All Hands-on Deck” Fortunato, Marta Other articles |
title_short |
“All Hands-on Deck” |
title_full |
“All Hands-on Deck” |
title_fullStr |
“All Hands-on Deck” |
title_full_unstemmed |
“All Hands-on Deck” |
title_sort |
“All Hands-on Deck” |
author |
Fortunato, Marta |
author_facet |
Fortunato, Marta Moreira, António Simões, Ana Raquel |
author_role |
author |
author2 |
Moreira, António Simões, Ana Raquel |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Fortunato, Marta Moreira, António Simões, Ana Raquel |
dc.subject.por.fl_str_mv |
Other articles |
topic |
Other articles |
description |
Supported by Chou’s Octalysis Framework (2016) in the design of activities, this article investigates how Octalysis framework-based reading and writing activities can be conducive to foster the learning of reading and writing in English as a Foreign Language by primary education pupils in a collaborative project-based learning context. A case study was carried out in a third-grade classroom in a Portuguese private school. The sessions, developed in face-to-face and online modes, were organized according to pupils’ answers to a questionnaire – to identify their learning preferences. Qualitative data, collected through sessions’ audio and video recordings, pupils’ assignments, group assessments, and cloze tests became the basis of this paper. Results revealed that pupils were motivated and engaged in performing reading and writing tasks, having improved their reading and writing skills, and also promoted the development of social and cognitive soft skills. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.25749/sis.26985 |
url |
https://doi.org/10.25749/sis.26985 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2182-9640 2182-8474 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal) |
publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130595825025024 |