Learning strategies in Teletandem: what do English learners claim to do to learn in that context?

• Autor(a) principal: Campos, Bruna da Silva
• Data de Publicação: 2019
• Outros Autores: Salomão, Ana Cristina Biondo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Horizontes de Linguística Aplicada
• Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/25100
• topic: Language teaching and learning. Learning strategies. Telecollaboration. Teletandem. English Language; language teaching and learning; learning strategies; telecollaboration; teletandem; English; ensino-aprendizagem de línguas; estratégias de aprendizagem; telecolaboração; teletandem; língua inglesa

Learning strategies have been researched in the area of language teaching and learning for many years, since the focus has been on the student rather than the teacher. A number of investigations have focused on the learner in the classroom, as this has traditionally been the place of excellence for language teaching. However, with the advent of digital technologies, new tools and learning modalities have emerged, for example, distance telecollaboration oriented by intercultural relations. The context of this research, Teletandem, is directly related to synchronous communication tools using video and audio, which generate opportunities for oral interaction with target language speakers in distance teaching and learning proposals. The main objective of this research was to investigate which learning strategies were used by the participants in Teletandem interactions. The research methodology and data collection instruments had qualitative nature. Data analysis revealed that the investigated participants claim to mainly use social and metacognitive learning strategies, which relate to two principles of Teletandem: reciprocity and autonomy.