AVALIANDO A TENDÊNCIA DE PESQUISA DE APLICAÇÃO DE ABORDAGEM MULTIMODAL EM SALAS DE AULA DE ESL
DOI:
https://doi.org/10.18316/rcd.v15i40.11251Palavras-chave:
Análise bibliométrica, Abordagem multimodal, Multimodalidade, Sala de aula de ESL, Visualizador VOSResumo
A crescente necessidade de empregar a multimodalidade no ensino tem desencadeado atividades de pesquisa em todo o mundo. Devido à sua ampla gama de aplicações, a multimodalidade tem recebido muita atenção como uma abordagem a ser aplicada em qualquer área especificamente na educação. Este estudo bibliométrico teve como objetivo avaliar as tendências globais de pesquisa na aplicação da multimodalidade em salas de aula de ESL com base em resultados de publicações, coautorias entre autores e países afiliados e coocorrências de palavras-chave de autores. Um total de 1.303 artigos de periódicos publicados entre 1972 e 2022 foram recuperados usando a base de dados Scopus. Os resultados demonstram que o número de publicações tem aumentado constantemente desde 1972. Aproximadamente 29% do total global de publicações foram contribuídas por pesquisadores dos Estados Unidos e o TESOL Quarterly publicou o maior número de artigos relacionados à pesquisa sobre a abordagem multimodal em ESL. salas de aula. As conclusões desta revisão mostram que a aplicação da multimodalidade às salas de aula de ESL pode eventualmente suplantar os clusters que dominaram a investigação sobre multimodalidade no passado. Concluindo, o progresso recente na implementação da abordagem multimodal em salas de aula de ESL inclui o seguinte, mas não limitado a, i) estratégias de ensino, ii) ambientes de ensino e iii) ensino e aprendizagem com tecnologia educacional.
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