Um estudo sobre níveis de reflexão em diários de aprendizes de línguas no contexto Teletandem

Abstract

This article aims to investigate the reflective journals of learners in a teletandem context (Telles, 2006). The study seeks to contribute to the analyses of  Author (2023), who examined journals written in English, focusing on excerpts containing the term interaction, the most frequently occurring word in the diaries. In this research, we analyze excerpts that include the word “interação” in diaries written in Portuguese. The data used are stored in MulTeC (Multimodal Teletandem Corpus) (Aranha; Lopes, 2019). The methodology follows the thematic analysis approach (Braun & Clarke, 2012), based on Moon’s (2004, 2010) categories of reflection, as adapted by Author (2023). The results show that, among the analyzed excerpts, 60.9% were classified as descriptive, 29.7% as level 1 of reflection, and 9.4% as level 2 of reflection. These findings support previous studies (Moon, 2004, 2010), as well as those by Author (2023), which suggest that the practice of writing diaries can foster reflection, as 39.1% of the diaries showed some level of reflection, contributing to the development of autonomy in second language learning. However, only 9.4% of the excerpts represent level 2 reflection, that is, a deeper reflection on the learning process.