This dissertation aims to analyze the pedagogical potential of the Moodle Platform for
Technical Teaching of the English Language. To this end, the development of the study here
presented is based on tasks and activities aimed at expanding the possibilities of a Virtual
Learning Environment (VLE) in face-to-face classes. These activities served to reinforce the
knowledge of graduating students of the Technical courses in Foreign Trade and Logistics at
the Federal Institute of Education, Science and Technology of Amapá - Santana Campus. The
specific objectives of this research were outlined to describe, organize, explore, and verify the
tools of the VLE that could assist the teaching of the English Language through the resources
available within this virtual space. With approaches to a case study, this research followed the
paths of qualitative research, and concerning data analysis, it was developed from the
descriptive method. Among the instruments for data collection in this study include a pre-test,
field diary, observation, questionnaire, and post-test. The analysis and discussion of the data
indicate that the expansion and reframing of the technical teaching of the English language
through the VLE Moodle were quite satisfactory. When using the task-based approach,
students made some teaching proposals that, among other actions, combined classroom
teaching with practices in virtual space, providing students with greater autonomy,
motivation, and learning. The study's findings also revealed that the activities associated with
the linguistic development of an additional language through some Virtual Environments
contribute to the use of the language in real situations. Therefore, it allows apprentices to
communicate with a greater degree of naturalness, since, from this proposal, language is no
longer a foreign element, thus becoming part of the students' lives. Finally, there was a need
for further research on this topic, which involves an additional language, technology, and
professional technical education.
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