ENSINO DE LÍNGUA INGLESA ONLINE SÍNCRONO: PERCEPÇÕES DOS PROFESSORES SOBRE MÉTODOS E PROCEDIMENTOS À LUZ DO CEFR

Abstract

This dissertation investigates the methods, procedures, and assessment practices in synchronous online English language teaching, analyzing their alignment with the Common European Framework of Reference for Languages (CEFR). Guided by the research question of how English language teachers working in synchronous online contexts perceive their teaching practices, this qualitative-interpretivist study explores the evolution of language teaching in virtual environments, especially after the COVID-19 Pandemic, and the increasing prominence of English as a Lingua Franca. An overview of the history and transformations in language teaching methodologies mediated by digital technologies is presented, from traditional to more innovative approaches, including the adoption of the post-method concept. The research examines teachers' perceptions of the effectiveness of online teaching, identifying challenges inherent to this modality, such as technical issues and maintaining student engagement. The pedagogical and technological strategies employed by teachers are detailed to optimize the teaching-learning process and the forms of progress assessment. In this sense, the main objective of the study is to analyze teachers’ perceptions of their methods, procedures, and assessment practices in synchronous online English language teaching. The methodology involved administering questionnaires to 42 English teachers with a degree in Literature/Linguistics and semi-structured interviews with 11 of them. The results reveal a group of experienced teachers, with extensive use of digital resources and self-authored materials, who personalize teaching. High familiarity and application of the CEFR were observed in activity planning, material selection, and learning assessment (with emphasis on formative assessment practices and active teacher mediation), with a predominant focus on basic and intermediate levels. The study concludes that, despite the identified challenges, the online modality is perceived as effective by most teachers, who adopt interactive and adaptive approaches to promote a dynamic and relevant learning environment.