Resumo

CASTANEDA CASTANEDA, Audy Yuliser  e  LOPEZ DE D'AMICO, Rosa. Academic reading and writing in english within blended-learning courses. Saber [online]. 2014, vol.26, n.2, pp.202-209. ISSN 1315-0162.

Nowadays ICTs worldwide use has transformed the global society. Through Virtual Learning Environments teaching is focused on the individual, in a way that, considering the differences among students, each of them is expected to follow his own learning paths. Within the syllabus design of university courses conductive to the degree of teacher of English as a Foreign Language (EFL) at Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas (IPC) Venezuela, there is a subject devoted to the development of reading and writing skills, namely Reading and Writing II, whose aim is to promote the students’ incorporation into the academic world pertaining their career as EFL educators, so that they learn how to communicate within such academic discourse community. The purpose of this action-research study was to describe an experience with the course Reading and Writing II course (academic period 2011-II) within the b-learning modality in regards to the 42 participants’ motivation to high achievement, as evidenced by the number of students who passed, failed, or dropped the course, as well as by their grades at the end of the academic period. By means of surveys and direct observation, the participants’ perception was that there are advantages in using the IPC Virtual Learning Environment (IPCEVA), as well as some disadvantages and limitations, mainly due to the lack of some participants’ sufficient expertise in using ICTs.

Palavras-chave : prospective EFL teachers; Virtual Learning Environment; Blended-learning (b-learning).

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