RESUMO A pandemia do coronavírus intensificou o uso criativo de recursos tecnológicos que promovam a comunicação dinâmica entre os aprendizes de forma significativa. Este estudo investigou a contribuição das metodologias ativas nas aulas remotas de língua inglesa para a interação entre aprendizes de nível básico. Com base nesse objetivo, analisamos os recursos que promovem o desenvolvimento linguístico dos alunos por meio da interação em ambientes virtuais, tendo, por referencial teórico, estudos sobre metodologias ativas, aprendizagem, interação e ensino de línguas estrangeiras e teoria sociocultural. Os dados foram gerados por meio de questionários respondidos pelos estudantes, das interações no Google Classroom e do diário de observação da docente sobre as interações síncronas no Google Meet e analisados à luz da teoria fundamentada nos dados. Ao contrastar os instrumentos, obtivemos três categorias globais que emergiram da comparação e contraste entre eles: flexibilidade, autonomia e interação. As categorias mostraram que tarefas criativas desenvolvidas por meio de metodologias ativas, como a produção de vídeo, atividades autônomas como o acesso prévio a videoaulas e tarefas flexíveis como as atividades disponíveis nos fóruns semanais, permitiram aos aprendizes identificar possíveis erros no que concerne ao uso da língua inglesa e ajudar os colegas, resolvendo problemas de forma colaborativa. Os resultados confirmam as contribuições de metodologias ativas no ambiente on-line. significativa básico objetivo virtuais tendo teórico aprendizagem sociocultural estudantes instrumentos eles flexibilidade vídeo semanais colegas colaborativa online. online on line. line on-line

ABSTRACT 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. goal environments learning theory environment instruments them flexibility autonomy production forums colleagues questions

ABSTRACT The purpose of this paper is to describe the potentialities of group work in virtual English teaching and learning at the Andes CTT. The scope is retrospective descriptive. Empirical methods such as scientific observation in the English classroom were used directly and a survey was applied in the group of fourth level English students of the National Geographic LIFE course. The study considered the longitudinal space-time of one semester, from November 2020 to March 2021. Among the most representative results, it was found that collaborative activity was facilitated for oral communication in synchronous classes and there was greater responsibility, integration and task completion.

RESUMEN El objetivo de este trabajo es describir las potencialidades del trabajo grupal en la enseñanza y el aprendizaje virtual del inglés en el CTT de los Andes. El alcance es descriptivo retrospectivo. Se utilizaron métodos empíricos como la observación científica en el aula de inglés directamente y se aplicó una encuesta en el grupo de estudiantes de cuarto nivel de inglés del curso LIFE de la National Geographic. En el estudio se consideró el espacio-tiempo longitudinal de un semestre, desde noviembre de 2020 hasta marzo de 2021. Entre los resultados más representativos se encontró quese facilitó la actividad colaborativa para la comunicación oral en las clases sincrónicas y hubo mayor responsabilidad, integración y cumplimiento de las tareas.

ABSTRACT Students’ limitations are observed in oral communication with the use of natural and efficient English. The current problem is how to create an effective procedure for synchronous and asynchronous oral English learning. The objective of determining the characteristics of the methodological procedure that allows oral communication in English classes as a result of practice and the use of available resources. The retrospective study with descriptive analytical character and quantitative qualitative methodology used observation and experimental measurement to evaluate the effectiveness of the procedures. The results increased significantly with the procedure, and the experimental measurement demonstrated the incidence that comprehension and reflection in English have with the development of oral communication. In conclusion, the procedure for virtuality from the presentation, guided practice and free practice allows the student to express themselves and develop their ability to speak in English under current conditions.

RESUMEN Se observan limitaciones del estudiante en la comunicación oral con el empleodel inglés natural y eficiente. El problema actual es cómo crear un procedimiento efectivo para el aprendizaje del inglés oral sincrónico y asincrónico. El objetivo determinar las características del procedimiento metodológico que permita la comunicación oral en las clases de inglés como resultado de la práctica y la utilización de los recursos disponibles. El estudio retrospectivo con carácter analítico descriptivo y metodología cualitativa cuantitativa utilizó la observación y medición experimental para evaluar la efectividad de los procedimientos. Los resultados se incrementaron con el procedimiento significativamente, y la medición experimental demostró la incidencia que tienen la comprensión y reflexión en inglés con el desarrollo de la comunicación oral. Como conclusión, el procedimiento para la virtualidad desde la presentación, práctica guiada y práctica libre permite al alumno expresarse y desarrollar su habilidad hablar en inglés bajo las condiciones actuales.