Autoavaliação do desempenho oral de alunos do ensino médio em uma instituição pública
DOI:
https://doi.org/10.59343/yuyay.v5i2.63Palavras-chave:
self-assessment, speaking, action research, English as a Foreign LanguageResumo
Na aprendizagem do inglês como língua estrangeira, uma das habilidades que requer atenção significativa é a fala. Os participantes deste estudo demonstraram considerável dificuldade e participação limitada quando solicitados a falar inglês. Portanto, o objetivo deste estudo foi determinar como a autoavaliação melhora as habilidades de fala de alunos de uma escola pública de nível A1. A pesquisa-ação quase-experimental teve duração de seis semanas. Vinte e cinco alunos de duas séries diferentes participaram: um grupo de controle e um grupo experimental. O propósito foi mensurar o desempenho oral desses dois grupos e determinar o impacto da autoavaliação no grupo experimental.
Os participantes gravaram áudios de abertura e encerramento, que serviram como pré-teste e pós-teste. Uma rubrica foi utilizada para avaliar as gravações. Estatísticas descritivas, como média, desvio padrão e valor p, foram utilizadas. Um questionário também foi aplicado para coletar as perspectivas dos alunos sobre a autoavaliação e seu desempenho oral.
Os principais resultados indicaram que a autoavaliação melhorou o desempenho dos alunos. O risco de ansiedade diminuiu porque os alunos sabiam quais áreas específicas de melhoria estavam sendo abordadas. Eles reconheceram o benefício da autoavaliação e recomendaram seu uso em sala de aula. Em conclusão, essa técnica deve ser aplicada para aumentar a autoconfiança e alcançar melhores resultados na fala de uma segunda língua.
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