A expressão subjetiva na habilidade oral de estudantes de língua inglesa por meio da ferramenta digital Flipgrid

Abstract

We have noticed that the main focus of teaching speaking skills has been on communicating everyday dialogues. As a result, students only have the opportunity to practise one set of oral skills. In this way, we recognise the need to encourage subjective expression in the oral skills of English-speaking students. This dissertation is dedicated to analysing the expression of subjectivity in the oral discourses of five intermediate level English students on the short story 'The Tiredness of Rosabel' by the writer Katherine Mansfield, when they confronted their self image in the video they sent to the researcher teacher, using the digital tool Flipgrid, after their first meeting in the virtual environment via Google Meet. Our specific objectives are: to describe the students' perception of the digital tool Flipgrid as a pedagogical environment for the expression of oral proficiency in English; to draw an analogy based on the presuppositions of Lacanian psychoanalysis in order to understand the students' subjective expression; to use the methodological procedures of autoscopy as a mechanism for promoting students' self perception and expression in the orality of the English language and then, through the results of this research, to develop a digital pedagogical script containing instructions for English language teachers on how to promote students' subjective expression in the oral skill of a foreign language by means of the autoscopy methodology, which constitutes our educational product. The theoretical framework for analysing the data was based on the presuppositions of Jacques-Marie Émile Lacan's psychoanalysis: ‘The big Other’ and ‘The Mirror Stage’. The methodology employed was qualitative in nature, using the autoscopy approach. In this study, the expressions arising from the students' subjectivities in the oral skill of the English language were observed.In this study, the results showed that the expressions coming from the students' subjectivities in the oral skill of the English language were observed through four categories of analysis: having a dream, the teacher-researcher as the Big Other and the subject's identification with the self in the video, the five students' perception of the digital tool Flipgrid. In addition, the autoscopy approach in this research has revealed the self-perception and self validation of English language learners as subjects capable of expressing themselves orally in English, which represents a big Other for them. Furthermore, through this research we can also understand how the English language teacher can proceed to promote subjective expression in the orality of intermediate English language learners. Thus, the results of this research have made it possible to create a digital pedagogical guide to help English language teachers develop the oral skills of intermediate English learners in the area of subjective expression.