O uso de SMS em sala de aula de língua inglesa: limites e possibilidades

Abstract

This study was based on the investigation of Short Message Service SMS as an aid in the English language classroom. Our goal was to analize the limits and possibilities embedded in the emergent context of learning with mobility: mobile learning or m-learning. The scenario of this research was a private language school. The theoretical framework of this study was developed by using the scope of teaching and learning languages and Information Tecnhonology IT, distance learning, especially based on the Mobile Assisted Language Learning MALL proposals. The references of this work are the studies of Kukulska-Hulme (2004), Waycott (2004), Mike Sharples (2005). We also used the concepts proposed by authors concerned with autonomy as Benson (2007), Leffa (2006), Macaro (1997) in addition to some ideas about new technologies. Data were analised qualitatively from the semistructured interviews with the research participants, a questionnaire answered by the students and the sent/received messages. In order to analyze the relation between the language and the process of building the answers, we used the theoretical support of Indiciary Paradigm, proposed by Ginzburg (1990). The results of this study show that the students supported the use of SMS. We feel that technological restrictions have limited the interactive and collaborative activities among the students. Some participants have demonstrated autonomy in the search for learning strategies. The ease of use mobile phones, the familiarity with SMS and the low cost of the messages are important indications to understand that the practice of mobile learning keep being proposed and investigated by teachers and/or researches.