Publicação
AN ACTION-RESEARCH PROJECT IN THE PRACTICUM: LEARNING VOCABULARY IN A LUDIC AND INTERACTIVE WAY
| Resumo: | This article presents an action-research project developed in the practicum of the Master's in English Teaching for Primary Education at the University of Minho, involving a 4th-grade class. Its purpose was to promote meaningful vocabulary acquisition through playful and interactive strategies, alongside the development of self-regulated learning skills. The didactic strategies, designed to stimulate curiosity, self-confidence, and active participation, fostered language use in communicative contexts and metacognitive reflection. The evaluation, based on observation, reflection on practice, and self-regulation questionnaires administered to the students, demonstrated that this approach enhanced motivation and the expansion and use of the lexical repertoire, despite challenges such as time management and differentiated learning paces. The project proved to be a valuable formative strategy, articulating professional reflexivity with a student-centered pedagogy. |
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| Autores principais: | Ferreira, Carlos |
| Assunto: | atividades lúdicas autorregulação investigação-ação interação oral vocabulário |
| Ano: | 2026 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Instituto Politécnico do Porto |
| Idioma: | português |
| Origem: | PRATICA - Revista de Pesquisa Multimídia sobre Inovação Pedagógica e Práticas de e-Learning |
| Resumo: | This article presents an action-research project developed in the practicum of the Master's in English Teaching for Primary Education at the University of Minho, involving a 4th-grade class. Its purpose was to promote meaningful vocabulary acquisition through playful and interactive strategies, alongside the development of self-regulated learning skills. The didactic strategies, designed to stimulate curiosity, self-confidence, and active participation, fostered language use in communicative contexts and metacognitive reflection. The evaluation, based on observation, reflection on practice, and self-regulation questionnaires administered to the students, demonstrated that this approach enhanced motivation and the expansion and use of the lexical repertoire, despite challenges such as time management and differentiated learning paces. The project proved to be a valuable formative strategy, articulating professional reflexivity with a student-centered pedagogy. |
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