ANÁLISE DA COMPOSIÇÃO MULTIMODAL DE UM RECURSO EDUCACIONAL DIGITAL PARA O ENSINO DE LEITURA EM INGLÊS

Abstract

The constant redesign of multiliteracies practices in contemporary contexts, driven by the increasing presence of digital technologies across various spheres of human activity, poses new challenges to language teaching while also expands its possibilities, especially through the use of digital games. Based on these possibilities, this article aims to analyze how the modes and semiotic resources present in a Digital Educational Resource (DER) in the form of a “game” contribute to the teaching of reading in English. The data set comprises a DER collaboratively produced during one of the three multiliteracies workshops conducted as part of Albuquerque’s (2024) master’s research, which took place at the School of Science and Technology of the Federal University of Rio Grande do Norte (ECT/UFRN), within the curricular component “Reading Practice in English (PLI).” This workshop involved the collaboration of one professor and six undergraduate teaching assistants, all engaged in PLI and affiliated with the institution. To analyze this DER, we draw on studies in the fields of English for Specific Purposes (ESP), gamification, and multimodality. The results suggest that by integrating written, visual, and sound modes, along with various semiotic resources and features typical of digital games, the DER shows promise in achieving PLI objectives by activating different reading skills in the target language and fostering student engagement.