Research methodology

Information and communication technology

Teaching-learning of non-native languages

• To know and apply the fundamental methodological aspects in the preparation and presentation of scientific works;

• To demonstrate a panoramic and critical knowledge of the area of ​​technology-enhanced language learning, in terms of its history, concepts, possibilities and digital tools currently applied to the teaching and learning of non-native languages;

• To plan, in a critical and well-founded way, the creation of learning environments resulting from the intersection between the characteristics of ICT and the teaching requirements of non-native languages, appropriate to the educational situation (target learners, goals, context, etc.);

• To develop research skills in the area of ​​technology-enhanced language learning.

In this course the following topics will be covered:

1. Scientific Work Methodology: structuring a research work, ethical considerations, bibliographic review, main research methods, and data collection (topic 1); citation formats (theme associated with topic 2); data analysis, preparation and writing up of a scientific work project (themes associated with topic 3); structure of a scientific article and summary (themes associated with topic 4).

2. Introduction to ICT in Language Teaching and Learning: elements of its history, some concepts and classifications, as well as discussions about the advantages of using ICT in this area.

3. Use of Digital Tools in Non-Native Language Teaching-Learning: examples and reflection on them, including reference to teaching-learning methodologies especially supported by ICT (e.g. flipped classroom, distance learning, language learning assisted by cell phones).

4. Research in Technology-Enhanced Language Learning: some examples of different types of research including work specifically related to Portuguese as a Non-Native Language.

**Research Methodology

American Psychological Association. (2022). APA Style common reference examples guide. https://apastyle.apa.org/instructional-aids/reference-examples.pdf  

Pereira, A., Lopes, I., Coelho, V., & Miguel, V. (2023). Guia para a elaboração de citações e referências bibliográficas. Normas APA, 7.ª edição . Politécnico de Leiria. https://www.ipleiria.pt/sdoc/wp-content/uploads/sites/10/2024/03/Guia_APA_7Ed_06MAR2024.pdf 

Pocinho, M. (2012). Metodologia de Investigação e Comunicação do Conhecimento Científico (pp. 130-141). Lidel.

Severino, A. J. (2007). Metodologia do Trabalho Científico. Cortez. [23.ª ed.]

Universidade Aberta (2022). Normas de apresentação de trabalhos académicos, a defender em provas públicas como requisito para obtenção do grau de Doutor ou de Mestre na Universidade Aberta. Universidade Aberta. https://portal.uab.pt/dsd/wp-content/uploads/sites/19/2022/02/Normas-Teses-Dissertacoes_2022.pdf

Walliman, N. (2011). Research Methods: The Basics. Routledge.

Wallwork, A. (2022). Writing an Academic Paper in English. Intermediate Level. Springer.

**ICT in LNM teaching-learning

Azevedo, O. (2018). Flipped Classroom na Aula de Português Língua Não Materna: Proposta de uma unidade temática. Portuguese Language Journal, 12, 9–21.

Cambridge English Italy. (2021, março 17). Cambridge Online Experience 2021 - Practical tips for using digital tools in & out of the classroom [Vídeo]. YouTube. https://www.youtube.com/watch?v=qR7prQezht4 

Campà, L. V., & Ayuga, J. M. D. (2021). Case Study 9, Japan: Influence of Tasks on Student’s Interaction and Learning in a Telecollaboration Project Between Japan and Spain. Em L. Miller & J. G. Wu (Eds.), Language Learning with Technology: Perspectives from Asia (pp. 167–182). Springer. https://doi.org/10.1007/978-981-16-2697-5_14

Castelo, A. (2021, setembro 23). Ensinar e aprender pronúncia de línguas estrangeiras online. 1.o  Webinar “Dar a Voz à Língua” [Vídeo]. http://hdl.handle.net/10400.2/12023 ; https://fb.watch/8DUUxnJCnU/

Castelo, A. (2022). FunEasyLearn: An App for Learning Pronunciation? Em A. Mesquita, A. Abreu, & J. V. Carvalho (Eds.), Perspectives and Trends in Education and Technology. Smart Innovation, Systems and Technologies (Vol. 256, pp. 395–405). Springer. https://doi.org/10.1007/978-981-16-5063-5_32

Chang, M.-M., & Hung, H.-T. (2019). Effects of Technology-Enhanced Language Learning on Second Language Acquisition: A Meta-Analysis. Educational Technology & Society, 22(4), 1–17.

Chun, D. M. (2019). Current and Future Directions in TELL. Educational Technology & Society, 22(2), 14-25.

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100, 64-80.

Dias, H. B., & Bidarra, J. (2010). Inovar a aprendizagem online do português L2: Novos media digitais e o desenvolvimento de tarefas. Primeiras Jornadas TicLínguas, 1, 1–11. http://hdl.handle.net/10400.2/2716

Fielden, L. V., Rico, M., & Naranjo, M. J. (2020). Flipped Classrooms: Making them Work for Foreign Language Students. Diacrítica, 34(1), 336–354. https://doi.org/10.21814/diacritica.286

Gomes, N., Lopes, S., & Araújo, S. (2016). Mobile learning: A powerful tool for ubiquitous language learning. Em A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds.), New perspectives on teaching and working with languages in the digital era (pp. 189–199). Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2016.tislid2014.9781908416353

Gonzalez-Vera, P. (2016). The e-generation: The use of technology for foreign language learning. Em A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds.), New perspectives on teaching and working with languages in the digital era (pp. 51–61). Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2016.tislid2014.9781908416353

Hafner, C. A., & Miller, L. (2021). Language Learning with Technology in the Classroom. Em L. Miller & J. G. Wu (Eds.), Language Learning with Technology: Perspectives from Asia (pp. 13–30). Springer. https://doi.org/10.1007/978-981-16-2697-5_2

Hiradhar, P., & Bhattacharya, A. (2022). ICT in English Language Education. Bridging the Teaching-Learning Divide in South Asia. Springer. https://doi.org/10.1007/978-981-16-9005-1 

Hubbard, P. (2006). Evaluating CALL Software. Em L. Ducate & N. Arnold (Eds.), Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching (pp. 1-26). CALICO.

Kukulska-Hulme, A. (2021). Moving Language Teaching and Learning from the Known to the Unknown. Em L. Miller & J. G. Wu (Eds.), Language Learning with Technology: Perspectives from Asia (pp. 3–12). Springer. https://doi.org/10.1007/978-981-16-2697-5_1

Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218. https://doi.org/10.1111/bjet.12580

Lee, A. S.-J., & Ho, W. Y. J. (2021). Case Study 5, Macao: Using Google Docs for Peer Review. Em L. Miller & J. G. Wu (Eds.), Language Learning with Technology: Perspectives from Asia (pp. 123–132). Springer. https://doi.org/10.1007/978-981-16-2697-5_10

Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1–25. https://doi.org/10.1558/cj.v32i1.25962

Lindeiner-Strasky, K. von  (2022, maio 19). Machine Translation in language learning and teaching. 5.º Webinar “Dar a Voz à Língua” [Vídeo]. Vimeo.

Miranda, G. L. (2007). Limites e possibilidades das TIC na educação. Sísifo. Revista de Ciências da Educação, 3, 41‑50.

Wu, J. G., & Miller, L. (2021). From In-Class to Out-Of-Class Learning: Mobile-Assisted Language Learning. Em L. Miller & J. G. Wu (Eds.), Language Learning with Technology: Perspectives from Asia (pp. 31–48). Springer. https://doi.org/10.1007/978-981-16-2697-5_3

Yu, X. (2021). O desenho dos materiais digitais de aprendizagem autorregulada: No ensino de PLE em nível básico. Portuguese Language Journal, 15, 68–82.

Zhang, D., & Pérez-Paredes, P. (2021). Exploring Chinese EFL Teachers’ Perceptions of Augmented Reality in English Language Education. Em L. Miller & J. G. Wu (Eds.), Language Learning with Technology: Perspectives from Asia (pp. 197–210). Springer. https://doi.org/10.1007/978-981-16-2697-5_16

The work methodology in this course is based on the e-learning methodology described in the Virtual Pedagogical Modelo f Universidade Aberta, which presupposes two types of learning:

 (A) individual - associated with the autonomous study of the course contents by each master\'s student, through critical and reflective reading of the resources provided in each topic and the carrying out of learning activities (subject to formative or summative assessment);

 (B) collaborative - carried out through active participation in certain learning activities (notably group work or discussions in the forums of each topic), thus contributing to the collective construction of knowledge.

The work methodology is therefore based on carrying out learning activities supported by the various resources provided.

In this course, formative assessment will be carried out through feedback provided by the teacher (and also by colleagues) in forums relating to the different topics.

There will also be three elements of summative assessment:

- Assessment A (6 points): brief bibliographical review on ICT in language teaching-learning (3 pages), applying methodological knowledge mainly on literature review and citation formats;

- Assessment B (6 points): two abstracts (that of the indicated scientific article, including results, and that of the final work to be carried out by the master\'s student herself/himself, still without results), applying methodological knowledge mainly about research methods, structure of scientific article and abstract;

- Assessment C (8 points): final work (possibly in the form of a brief scientific article) on any topic within the scope of the topics covered in the course, applying the methodological knowledge developed.