A compreensão auditiva do inglês como língua estrangeira mediada pela tecnologia digital psytoolkit

Abstract

During the cognitive processing of auditory input, the listener accesses three types of knowledge simultaneously: linguistic, contextual, and prior (Bejar et al., 2000). Therefore, auditory comprehension of English as a foreign language involves and can be influenced by several factors, such as listener characteristics, including short and long-term working memory capacity, familiarity with the language, world knowledge, metacognitive strategies (Bloomfield et al., 2010) and motivational factors such as interest, attention, and concentration (Walesko, 2012). Furthermore, it can be determined by characteristics of the auditory input, such as the organization and structural complexity of sentences and also by test characteristics, such as response time limits and repetition of auditory input (Bloomfield et al., 2010). This research analyzes the cognitive ability of lexical inference in learners during listening comprehension of English as a foreign language mediated by the PsyToolkit digital technology. The intention of the research was to verify if the cognitive ability of lexical inference, during listening comprehension of English as a foreign language, is related to, or influenced by, motivational factors such as (current number of weekly hours of exposure to auditory input in English mediated by digital technologies) and linguistic factors such as (number of years of studying English as a foreign language) and (lexical semantic pattern). As theoretical basis, it draws on the studies of Bejar et al. (2000); Bloomfield et al. (2010); Brandl (2008); Field (2019); Field (2008); Godoy, Gontow and Marcelino (2006); Goh and Vandergrift (2022); Underwood (1989); Ur (2013) and Walesko (2012). As a methodological basis, it uses mixed methods with a sequential explanatory design, divided into two stages: a first quantitative stage and a second qualitative stage. The target participants of this research are learners of English as a foreign language, regularly enrolled in the English Language and Literature degree program or in the extension course at the British Cultural Center, in the 2025.2 semester, at the Federal University of Ceará - UFC. The results of this research demonstrate that the performance of the cognitive skill of lexical inference, during listening comprehension of English as a foreign language mediated by the PsyToolkit digital technology, is related to motivational and linguistic factors, although not always in a statistically significant way in the observed scenarios.