Escrevendo quadrinhos: uma possibilidade didática para desenvolver a competência escrita na língua inglesa

Abstract

For a long time, writing in English was seen only as a consequence of fluency and not as a tool to achieve it, being ignored in favor of other linguistic skills, especially reading. With this in mind, this project aimed to explore writing as a pedagogical tool in two high school classes, together with the use of gamification and project-based learning, to spark students' interest in the English language. This would occur through motivation generated from an environment in which students are responsible for their own learning while practicing writing skills. As a theoretical framework, we used the research by (WILLIAMS, 2012) on the use of writing as a teaching tool, the role of extrinsic and intrinsic motivations (HARMER, 2007), the use of Communicative Language Teaching and Task-based instruction (BRANDL, 2007) and gamification in the classroom (BALDISSERA, 2021). Data were collected through a qualitativeapproach. The instruments used in the analysis were reports, interviews and logbooks. With the intervention project completed, we hoped that students would be able to develop their writing skills in English to create comics and short stories in English. Furthermore, we observed that the students exercised creativity, critical literacy and deepened their level of reading comprehension of the English language.