“All Hands-on Deck”: Octalysis Framework in Primary English Language Learning

Detalhes bibliográficos
Autor(a) principal: Fortunato, Marta
Data de Publicação: 2022
Outros Autores: Moreira, António, Simões, Ana Raquel
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10773/39992
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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spelling “All Hands-on Deck”: Octalysis Framework in Primary English Language LearningPrimary english language learningOctalysis frameworkEFL reading and writingCollaborative problem solvingCase studySupported 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.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.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.Instituto de Educação da Universidade de Lisboa2024-01-08T12:02:31Z2022-10-31T00:00:00Z2022-10-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/39992eng2182-847410.25749/sis.26985Fortunato, 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:RCAAP2024-02-22T12:17:52Zoai:ria.ua.pt:10773/39992Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:09:56.230577Repositório 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 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 2022-10-31T00:00:00Z
2022-10-31
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10.25749/sis.26985
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publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa
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