<p class="normal">This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.</p>

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

Este estudo partiu do pressuposto de que a incorporação de tecnologias na educação tem que ser associada a práticas pedagógicas que efetivamente favoreçam o aprendizado para propor uma matriz de avaliação de jogos para o ensino-aprendizado-uso de L. Onze parâmetros foram propostos e testados por meio de um levantamento de jogos digitais disponíveis online. O estudo foi conduzido em duas etapas: a primeira preocupou-se com a proposição da matriz e a segunda com a testagem dos parâmetros propostos por ela. Os resultados do estudo sugerem que a matriz proposta representa um auxílio relevante para professores, aprendizes e usuários de L2 uma vez que reflete pressupostos importantes que subjazem a aquisição e o uso de uma L2, bem como fornece subsídios para seleção de aplicativos que atendam aos objetivos educacionais almejados.

The aim of this study is to reflect about the view of digital technologies in L2 teaching-learning. With that aim, a content analysis study was carried out in the Brazilian database of theses and dissertations defended between 2015 and 2019 to analyze the view of technologies in the area of L2 teaching-learning. Drawing on the Critical Theory concept of semiformation and content analysis techniques, the view/use of technologies in L2 teaching-learning was analyzed in the corpus of 22 works. Results suggest challenges in the advancement of research and critical use of technologies in L2 teaching-learning in Brazil once few studies promoted a reflexive dialogue with the participants in order make them think about the critical use of technologies in L2 teaching-learning. The study concludes with the suggestion for more investment in the human formation process through the critical use of technologies in the teaching-learning of L2.

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