Active Methodologies and Foreign Language Teaching

Learning Objects as a didactic resource in the context of Gamification

Abstract

Given the current scenario, technological tools have stood out as important allies in virtual teaching. In this sense, the present article aims to investigate how teaching practices, especially the ones related to foreign language (FL), can concur for innovative methodological applications when mediated by digital resources, in order to provide suggestions that maximize better autonomy of students. Therefore, we present a contextualization regarding the relationship between Digital Technologies of Information and Communication (DTIC) and the teaching of FL, we point out learning objects (LOs) as accessible tools for the integration of innovative methods, in the context of gamification. From the theoretical perspective of Papert's constructionism (2008) and from the perspective of proposing active teaching methodologies by Filatro and Cavalcanti (2018), we highlight the importance of the student's role in the significant construction of collaborative knowledge production. The methodology of this article focuses on a qualitative bibliographic survey (CRESSWELL, 2010; YIN, 2016) to support the outlined analyzes and the application of LOs. It is observed that the incorporation of educational software and gamification into virtual classes constitutes a challenge, however, we highlight, in the active methods, a bridge strategy in the teaching-learning relationship. Nevertheless, we understand that the integration of digital resources to the teaching context infers new interactive ways of learning, and it seems to touch the intellectual processing of the student (FILATRO; CAVALCANTI, 2018). Therefore, we suggest future research to investigate the use of games in different contexts, focusing on diverse aspects of FL learning.