Ensino e Aprendizagem Metacognitiva com Atividades Baseadas em Tarefas: Um Estudo de Caso com Estudantes Chineses de Italiano
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_11Palavras-chave:
Estudantes universitários chineses, Ensino e aprendizagem de italiano, Metacognição na sala de aula de línguas, Aprendizagem baseada em tarefas, Competência oral em segunda língua, Programas Marco Polo e TurandotResumo
Este artigo apresenta um estudo de caso que analisa a eficácia de integrar estratégias metacognitivas ao Task-Based Language Teaching (TBLT) para melhorar a proficiência oral de estudantes chineses dos Programas Marco Polo e Turandot, que aprendem italiano como segunda língua. A pesquisa utiliza o Teaching Speaking Cycle Pedagogical Model (Goh & Burns, 2012), envolvendo aprendizes de L2 em três tarefas orais distintas. Um elemento-chave da metodologia foi a oferta sistemática de feedback individual, seguida da repetição das tarefas. Após a segunda tarefa, foi incluída uma atividade metacognitiva específica, que incentivava os alunos a refletirem sobre sua produção linguística e seu comportamento de aprendizagem. A coleta de dados incluiu gravações em áudio das tarefas e um questionário final sobre as percepções dos estudantes. Os resultados indicam que essa abordagem reflexiva aumentou a autocorreção e reduziu a ansiedade de desempenho, sugerindo melhorias na qualidade e organização da produção oral. O estudo argumenta que o ensino explícito da consciência metacognitiva é fundamental para promover a autonomia do aprendiz e fortalecer sua capacidade de autorregulação.
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