Estudo comparativo do desenvolvimento da oralidade em língua inglesa nas modalidades presencial e a distância

Abstract

This study compared the oral production of EFL students from two graduation programs for English teachers, one face-­‐to-­‐face and the other at distance. The students did oral tasks during the first four semesters. Their productions were analyzed according to the parameters: fluency, accuracy, and complexity. A model of ANOVA of repeated measures was used to analyze the results of each parameter. In the interaction of the variables Group and Time, there was no meaningful difference in the oral development of both groups in each parameter. Considering Group and Time separately, there is no meaningful difference between the oral development in the lexical parameters of accuracy and complexity. As a whole, distance foreign language learning may demonstrate levels of oral development equivalent to the ones in face-­‐to-­‐face language learning.