| dc.description.abstract | This dissertation aims at discussing how a collaborative process of creating tasks in a foreign language (FL) with electronic material can occur. It is observed how pre-service teachers handle the process of building material based on hypermedia content available on the web. Thus, it is examined how the digital environment can be a rich means of fostering learning through technology-supported tasks. Grounded on studies by Bouchard (2011) and Kop (2010) about the influence of technology in teacher education, this dissertation shows how pre-service teachers work collaboratively when creating tasks for computer-mediated teaching. Furthermore, we analyze how collaboration can contribute to a task creation process based on studies carried out by Swain (2000, 2006) and Swain and Lapkin (2001) about the impact of collaborative dialogue on language teaching. From a methodological perspective, this study is qualitative, seeking to examine the opportunities of negotiation and the didactical tasks generated when the pre-service teachers interacted. When preparing the teaching material, the participants were asked to focus on comprehension and on oral and written production, considering concepts such as literacy, textual genres, and students’ needs and interests. We sought to analyze the possibilities of task creation following Willis and Willis’s indications (2007), as well as sought to verify collaborative learning, which enables learners to establish interactions that may lead to learning. We present some productions which display involvement of these pre-service teachers, as well as excerpts of interaction which demonstrate their reflection on the relevance of adequate didactical material, emphasizing the role of technology. Besides, the results show that the interaction established between the pre-service teachers while collaborating can enhance the learning process. | en |
