Atividades escolares de língua inglesa mediadas pelo blog em uma turma de 9º ano do ensino fundamental

Abstract

This article reports the development of some school activities in English Language mediated by blog with students in 9th grade of Elementary School in EMEF Lourenço Dalla Corte, Santa Maria - RS. The objectives of this study were to investigate the blog as a didactic resource, to verify the potential of this resource to develop reading skills and textual production in students and to observe the interest, participation and interaction among students when they work with this technological tool during English Language classes. The methodological concept used was the educational Action – Research in which the teacher investigates his/her own teaching practice, when he/ she plans, implements, observes and reformulates the school activities in order to enhance teaching and learning. Moreover, at the end of activities, the students answered a questionnaire in which they could express their own point of view in relation to the activities mediated by the blog. According to the observations and reflections accomplished about the classes, as well as in relation to students' answers to the questionnaire applied at the end of the activities, it could be concluded that the English school activities mediated by the blog as a didactic resource were significant for most students, because besides they present motivation and interest, once they interacted with each other through their posts and comments in the blog, they looked for the knowledge of the discipline that they did not, or they did not remember asking for the teacher's help, searching the vocabulary in the dictionary and the Internet, and reviewing the contents already studied in class. In this way, they developed reading and writing skills in English Language when they produced their own texts and they read and commented on their classmates' texts. Thus, it also could be conclude that the potential of blog as a didactic resource may be suitable for the development of reading and writing skills, since there are effective interaction and participation of those involved.