The coronavirus pandemic has intensified the creative use of technological resources that significantly promote dynamic communication among learners. This study investigated the contribution of active methodologies in remote English language classes for the interaction between basic level learners. Based on this goal, we analyzed the resources that promote the linguistic development of students through interaction in virtual environments, based on studies on active methodologies on learning, interaction and teaching of foreign languages and sociocultural theory. Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory. By contrasting the instruments, we obtained three global categories that emerged from the comparison and contrast between them: flexibility, autonomy, and interaction. The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions. The results confirm the contributions of active methodologies in the online environment.

KEYWORDS

active methodologies; remote learning; teaching

English; grounded theory; pandemic.

Content extracted and adapted from:

https://www.scielo.br/j/alfa/a/Hm848QBzd7khg59gmzSN5KD/?lang=en