English (United Kingdom)

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The aim of this paper is to analyze the online English course My English Online (MEO) in relation to its efficiency in developing communicative competence. In order to do so, the study offers a brief review of literature of concepts related to the potential of English to promote access to information (Finardi; Prebianca; Momm, 2013) and online education (Finardi; Tyler, 2015); as well as its potential for expanding this access through virtual learning environments (Leffa, 2016); to computer assisted language learning (Cardoso, 2012); hybrid approaches (Graham, 2006) such as the Inverted Classroom approach (Lage; Platt; Tregial, 2000) to foster additional language teaching and learning (Finardi, 2012; Silveira; Finardi, 2015). Results of Finardi et al., (2014) and Finardi, Prebianca and Schmmit (2016) were contrasted with the analysis of MEO taking into consideration Bachman’s description of Communicative Language Ability and Communicative Competence (Bachman, 1990). Results of the study corroborate previous ones (Finardi et al., 2014; Finardi, Prebianca; Schmmit, 2016) with regards to the lack of feedback for oral production activities in the MEO course, for opportunities for real interaction and also insufficient feedback for oral production tasks. The study thus concludes that the MEO course falls short in recognizing the importance of pragmatic aspects in the development of Communicative Competence and as such should be used in the hybrid format as a way of compensating this shortcoming.

MY ENGLISH ONLINE AND THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE