Banca de DEFESA: ADONIRAN RIBEIRO ROCHA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ADONIRAN RIBEIRO ROCHA
DATE: 20/07/2023
TIME: 14:30
LOCAL: Online - Plataforma TEAMS
TITLE:

Learning strategies and affectivities in remote teaching during the pandemic: an analysis of Japanese language students' experience

KEY WORDS:

Learning strategies; Japanese Language; Affectivity; Remote Teaching; Pandemic; Foreign language

PAGES: 130
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The aim of this dissertation research is to identify learning strategies and examine their relationship with affectivity in emergency remote teaching during the COVID-19 pandemic. The research was conducted with undergraduate students in the Japanese Language and Literature program at a public university. Four specific objectives were formulated for this purpose. They are as follows: (1) Identify the learning strategies used by students to learn the language in remote teaching during the pandemic; (2) Assess the students' self-evaluation of their learning through emergency remote teaching and the quality of the resources used; (3) Investigate how affectivity influenced the learning of the Japanese language through emergency remote teaching during the pandemic; and finally, (4) Examine the relationship between the learning strategies used in remote teaching and the students' affectivity. To achieve the proposed objectives, the researcher employed qualitative research methods, including narratives, questionnaires, and interviews, which were conducted online. The collected data were analyzed based on theoretical frameworks. This study drew upon authors in the field of learning strategies, such as Rebecca Oxford (1990, 2001), O'Malley and Chamot (1990), Brown (2014), and Rubin (1975). Additionally, authors on emotions and affectivity were consulted, including Humberto Maturana (2002), Arnold (2009, 2011), Barcelos (2015), Arnold and Barcelos (2015), Ramos (2020), Aragão (2011), among others. After analyzing the data, it was found that the students predominantly used direct learning strategies, and affectivity had an impact on their performance, with negative emotions arising from social isolation leading to decreased student achievement in activities. Emergency remote teaching presented various difficulties for students, such as challenges in organization, finding suitable study spaces, and a lack of appropriate equipment to participate in classes. Emotional problems stemming from social isolation also hindered students' performance. The students expressed demotivation in their studies and dissatisfaction with their own performance. Therefore, this research demonstrated the importance of creating emotionally supportive environments for students, even in virtual settings, in order to reduce dropout rates. It also highlighted the significance of measures aimed at reducing inequality in access to educational technologies.

BANKING MEMBERS:
Interno - 1379322 - FIDEL ARMANDO CANAS CHAVEZ
Externa à Instituição - LEIKO MATSUBARA MORALES - USP
Interna - 1942604 - MARIA DEL CARMEN DE LA TORRE ARANDA
Presidente - 3298611 - YUKI MUKAI