Abstract
Official documents from the Brazilian Government stress the importance of including technological issues for teacher training. Also, programmes to promote teachers’ digital literacy were created. Yet, recent surveys in the country show low relevance of the pedagogical use of ICTs in classrooms. This research describes a practice developed with undergraduates being prepared to become teachers of English as a Second Language in the south of Brazil. The practices were developed in a subject aimed to develop the students’ proficiency in English. The experiment proposed the use of educational digital resources to develop the writing skill. The main objective was to develop pedagogical practices, which include digital educational resources for students preparing themselves to become English teachers and to verify their influence in the linguistic knowledge of the students. According to the theories of Second Language Learning, interaction, meaningfulness and task-essential form must be considered to achieve success. These features were explored through the digital resources. It is possible to state that there was an improvement in the writing skill of the participants.
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Notes
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CEFR relates to the Common European Framework of Reference, a set of descriptors to describe levels of proficiency in languages from A1 to C1.
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Available at: http://www.roadtogrammar.com/textanalysis/.
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Acknowledgment
We would like to thank Feevale University for the scholarship throughout the master’s course which enabled the three semestres of research, practices, and knowledge. The authors are also grateful to CNPq (National Council for Scientific and Technological Development) by their support in the development of this research.
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Musskopf, Â., Barbosa, D.N.F., Bassani, P.B.S., Jefferies, A. (2019). Using Digital Resources to Boost English Writing Development. In: Uden, L., Liberona, D., Sanchez, G., Rodríguez-González, S. (eds) Learning Technology for Education Challenges. LTEC 2019. Communications in Computer and Information Science, vol 1011. Springer, Cham. https://doi.org/10.1007/978-3-030-20798-4_29
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