ABSTRACT
In this article we seek to understand, through the participants’ discourse, the impact of the planning (ALMEIDA FILHO, 2012ALMEIDA FILHO, J. C. P. Quatro estações no ensino de línguas. Campinas: Pontes, 2012.) of an online English language course in a university context, based on Social Activities (LIBERALI, 2012LIBERALI, F. C. (Org.). Inglês. São Paulo: Blucher, 2012. (Coleção A Reflexão e a Prática no Ensino, v. 2).). To do so, we briefly explain the Socio-Cultural-Historical Activity Theory (ENGESTRÖM, 1999ENGESTRÖM, Y. Perspectives on activity theory. Cambridge: Cambridge University Press, 1999. https://doi.org/10.1017/CBO9780511812774
https://doi.org/10.1017/CBO9780511812774...
) and the notion of Social Activities in English teaching as a way to enable the social repositioning of learners, even through an environment of online teaching and learning. We show how the course was planned and also analyze aspects related to learners’ performances and difficulties, the quality of their participation and their perceptions of the course. As a result, we verified that the learners in general have difficulties with Social Activities of an academic nature and that these difficulties led to limited participation in the didactic activities proposed in the course. However, positive aspects were observed by the teacher-researcher and cited by the students in their testimonies.
KEYWORDS:
English language teaching; distance learning; Social Activities; SCHAT; planning
