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This article aims to present part of the results of a doctoral research on teaching-learning in a Business English course based on oral tasks in distance learning using digital resources on the Virtual Learning Environment Edmodo. One of the research questions, focus of this article, sought to identify the students' perceptions regarding their learning. The participants were students of an undergraduate course entitled Foreign LanguagesApplied to International Negotiations (LEA) from two public institutions, one from Bahia and the other from Rio de Janeiro. The course was hosted in the virtual learning environment Edmodo. The research was based on Duddley-Evans and St John (1998), Ellis and Johnson (1994) regarding IFN; Moran and Bacich (2018), with regard to active methodology; in Ribeiro (2008), referring to Problem-Based Learning (PBL); in Moller and Huett (2012) for distance learning and in Ellis (2003), regarding tasks. To carry out the research, a qualitative-interpretative case study was developed, to generate data, questionnaires, interviews, audio and video recorded tasks and reflective reports were used. The results referring to students' perceptions about their learning showed that they acted as protagonists during the teaching-learning process; in their testimonies, they stated that the course material contributed to tasks good performance in a proactive way. The perceptions regarding the their learning were favorable, Students praised the didactic material available, the dynamics of the course and the contribution of DICT to their learning as well.

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PERCEPÇÕES DE ALUNOS DE UM CURSO DE LÍNGUAS ESTRANGEIRAS APLICADAS ÀS NEGOCIAÇÕES INTERNACIONAIS (LEA) SOBRE SUA APRENDIZAGEM EM UM CURSO DE INGLÊS PARA NEGÓCIOS A DISTÂNCIA UTILIZANDO RECURSOS DIGITAIS