“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742023000100225 |
Resumo: | Abstract 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”: Octalysis Framework in Primary English Language Learningprimary english language learningoctalysis frameworkEFL reading and writingcollaborative problem solvingcase studyAbstract 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.Instituto de Educação da Universidade de Lisboa2023-02-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742023000100225Sisyphus - Journal of Education v.10 n.3 2023reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742023000100225Fortunato,MartaMoreira,AntónioSimões,Ana Raquelinfo:eu-repo/semantics/openAccess2024-02-06T17:29:23Zoai:scielo:S2182-84742023000100225Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:33:21.613472Repositório 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”: Octalysis Framework in Primary English Language Learning |
title |
“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning |
spellingShingle |
“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning Fortunato,Marta primary english language learning octalysis framework EFL reading and writing collaborative problem solving case study |
title_short |
“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning |
title_full |
“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning |
title_fullStr |
“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning |
title_full_unstemmed |
“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning |
title_sort |
“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning |
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 |
primary english language learning octalysis framework EFL reading and writing collaborative problem solving case study |
topic |
primary english language learning octalysis framework EFL reading and writing collaborative problem solving case study |
description |
Abstract 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 |
2023 |
dc.date.none.fl_str_mv |
2023-02-01 |
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 |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742023000100225 |
url |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742023000100225 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742023000100225 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa |
publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa |
dc.source.none.fl_str_mv |
Sisyphus - Journal of Education v.10 n.3 2023 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 |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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