Location of Progress and Learning Experience in Online Educational Contexts

Carolina Mauro Cavalcante; Juliana Cristina da Silva

DOI: 10.22167/2675-6528-202602770

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

The expansion of language teaching in digital environments highlighted the importance of pedagogical practices that made the learning journey clearer, more understandable, and trackable by students. In this context, the objective was to analyze how students perceived the contributions of tools for tracking the course journey, such as schedules, progress charts, and structured feedback, especially regarding motivation, clarity of the journey, perception of progress, autonomy, and reduction of insecurity. The investigation was characterized as applied, descriptive, and exploratory, with a mixed approach and a quantitative predominance, designed as a field survey. Data collection was carried out through an online questionnaire, composed of closed and open-ended questions, administered to 46 students from a language school, with two complementary stages involving teachers active in online teaching. Quantitative data were analyzed by descriptive statistics, and qualitative data by thematic analysis. The results indicated that the investigated tools were perceived mainly as resources that increased clarity about the study path, favored the perception of progress, and contributed to motivation for continuation. Contributions related to study organization, guidance for next steps, perceived autonomy, and reduction of disorientation also emerged, although these effects were more conditioned by teacher mediation and student profile. It was concluded that such tools fulfilled a relevant pedagogical function by making the journey more comprehensible, guided, and trackable for the student.

Keywords: Student autonomy; Language teaching; Pedagogical feedback; Executive functions; Autonomous motivation.

1. Introduction

Language teaching in online environments has expanded significantly in the last decade, intensifying especially during and after the COVID-19 pandemic. The expansion of this modality has favored access to language learning and boosted the performance of independent professionals, such as private tutors and small online schools.

At the same time, this growth highlighted important challenges related to the pedagogical organization of the courses, the clarity of learning objectives, and the monitoring of students’ formative paths. Aspects such as motivation, engagement, and perception of progress depend not only on exposure to content but also on how the learning process is structured and visible to the student. Poorly defined objectives make it difficult to perceive the distance between current and desired learning, which can compromise the student’s effort, involvement, and continuity in the formative process (Hattie; Timperley, 2007).

In this scenario, discussing methods and tools that favor the student’s own perception of progress becomes relevant not only from a pedagogical point of view, but also motivational and cognitive. Making the learning path more visible, understandable, and trackable can contribute to a more organized and meaningful formative experience. Studies in the field of neuroscience applied to education show that learning involves functions such as attention, memory, motivation, emotions, and executive functions (Costa, 2023), which reinforces the importance of pedagogical practices that favor the student’s active, meaningful, and self-regulated involvement in their own learning path.

Among these practices, feedback stands out. Hattie and Timperley (2007) define it as information provided by an agent about aspects of the learner’s performance or understanding, emphasizing that its central function is to reduce the gap between what the student currently understands and what is expected for them to come to understand. For the authors, feedback tends to be more effective when it answers three fundamental questions: “where am I going?”, “how am I doing?”, and “where to go now?”. In the context of online teaching, this formulation proves especially useful, as it can contribute to the student better understanding their position in the learning journey and developing greater autonomy in relation to their own learning.

This discussion can also be expanded in light of Self-Determination Theory, proposed by Deci and Ryan (2008), according to which autonomous motivation is related to the fulfillment of three basic psychological needs: autonomy, competence, and belonging. From this perspective, tools that help the student understand where they are, what they have already accomplished, and what they still need to develop can strengthen, above all, perceptions of autonomy and competence. In online learning contexts, where self-regulation tends to assume an even more central role, this type of resource can foster greater persistence, engagement, and continuity in studies.

Furthermore, the explicitation of progress can dialogue with executive functions, especially by involving planning, monitoring, strategy review, attention, and organization of actions towards goals (Diamond, 2013). In the pedagogical process, learning depends not only on receiving information but also on being able to follow one’s own path, recognize difficulties, review content, and make decisions about the next steps. Thus, schedules, progress charts, and structured feedback can serve as relevant supports for organizing the learning experience.

However, in online language teaching, resources of this nature are still often treated merely as organizational or administrative instruments, with their pedagogical dimension sometimes underestimated. When used clearly, intentionally, and shared with the student, these resources can cease to be mere tracking records and begin to act as pedagogical mediations of the learning journey. By making explicit what has already been studied, what is in progress, and what is yet to be developed, such tools tend to promote greater clarity about the learning process and the objectives that structure it.

It is in this context that the present research is inserted, focused on the online teaching of languages for adults, with the objective of analyzing how students perceive the contributions of progress localization tools in the course, such as schedules, evolution tables, and structured feedback, to the learning experience, especially regarding motivation, clarity of the path, perception of progress, autonomy, and reduction of insecurity.

2. Material and Methods

This research was characterized as applied, as it sought to understand, in a real context of online language teaching, students’ perceptions of the use of progress tracking tools in the course. Regarding objectives, the study assumed a descriptive and exploratory character, outlined as a field survey. The data approach was mixed, with a quantitative predominance, which allowed the collection of information for both descriptive statistical analysis and interpretive deepening.

The central object of the investigation was the progress location feedback device, materialized through instruments such as the Course Evolution Table and the Class Schedule Table. These tools consist of formative path tracking resources, through which the student visualizes the total number of classes, the content planned for each meeting, the status of each class, and, in the Course Evolution Table, the percentage of progress already made.

The main study was conducted at an online language school located in the state of São Paulo, which is primarily dedicated to teaching English to adults. The researcher maintained a direct link with the institution, acting in its pedagogical and administrative management, which facilitated access to the field and participants, while maintaining the anonymity of the institution and respondents.

The main study population consisted of students enrolled in courses that used the progress tracking tools. The sample, non-probabilistic by convenience, was formed by 46 eligible students who voluntarily agreed to answer the questionnaire. Incomplete forms, duplicate responses, and participants not enrolled in courses with the pedagogical resources investigated were excluded.

In a complementary way, the investigative path included two exploratory stages with teachers working in online education. 6 teachers linked to the investigated institution participated, and 10 teachers mentored by the researcher in another professional context. These teaching samples were considered complementary material to broaden the understanding of the phenomenon and offer additional subsidies for the interpretation of the main study findings.

As a data collection instrument, an online questionnaire was used, developed by the researcher based on the study’s objectives and theoretical foundation. The questionnaire consisted of closed and open-ended questions, allowing for the identification of general trends and the perception, opinions, and experiences of the participants.

In the main study, the questionnaire for students was organized into thematic blocks. These blocks comprised the characterization of participants, perception of course localization tools, perceptions of impacts attributed to these tools, perceived outcomes, and open feedback, seeking a progressive reading of the responses.

Data collection was carried out online, through a digital form on Google Forms, between March 4 and 12, 2026. The link to access the questionnaire was sent to participants through the school’s communication channels. Before filling it out, information was provided about the research objectives, its academic nature, voluntary participation, the guarantee of anonymity, and the possibility of withdrawal at any time.

After the collection closure, the data were organized into a spreadsheet for analysis and systematization. At this stage, duplicate responses, incomplete forms, and general data consistency were verified. Subsequently, the closed responses were tabulated and the open responses were separated by thematic axes.

Quantitative data, from the closed-ended questions, were analyzed using descriptive statistics, with the use of absolute and relative frequencies and percentages. Qualitative data, from the open-ended questions, were analyzed using thematic analysis, based on the full reading of the responses, the identification of recurrences, and the grouping into categories of meaning related to the research objectives.

The integration between quantitative and qualitative data enabled a broader understanding of the phenomenon investigated. While the percentages highlighted general trends in participants’ perceptions, the open-ended responses contributed to deepening the interpretation of the meanings attributed to the progress localization tools and their possible contributions to the learning process.

Regarding the ethical aspects, measures were taken to ensure the confidentiality, privacy, and non-identification of respondents. The study was submitted to the Ethical Guidance Form (FDE), in accordance with institutional guidelines. After a joint analysis of the study’s design, its non-interventional nature, and the procedures adopted for anonymity, voluntariness, and academic use of data, the researcher and supervisor opted not to submit the project to the Research Ethics Committee.

3. Results and Discussion

This section presents and discusses the research findings, organized by participant groups, to provide greater clarity in understanding the phenomenon investigated. Initially, the perceptions of the participating school’s teachers regarding the pedagogical use of progress tracking tools are detailed. Subsequently, the student profile and the results of the main research are addressed, focusing on their perceptions of the effects of these tools on the learning experience. Finally, the results related to the mentored teachers are presented, articulating the findings with the theoretical framework on feedback, motivation, autonomy, and executive functions.

The Teacher’s Gaze: Profile and Feedback Practices in the Institution

The teaching sample from the participating school consisted of six female teachers, all working at the same institution as the responding students. Regarding their tenure at the school, two teachers, corresponding to 33.3% of the group, had been working for less than three months. One teacher (16.7%) had been working for between three and six months, another (16.7%) for between six months and one year, and two teachers (33.3%) had more than two years of experience at the institution. The inclusion of this group was fundamental to understanding the teachers’ perspective on the incorporation of progress localization tools into pedagogical practice and to contextualizing the findings of the main research with the students.

In the investigated context, tools such as the Course Evolution Table and the Class Schedule Table were perceived as resources that transcend mere organizational function. The data indicated that, when integrated into pedagogical practice and shared with students, these tools contribute significantly to understanding the learning journey. They favor greater clarity about the stage the student is in, the objectives already achieved, and the next steps of the course, as observed in the teachers’ responses.

Students’ previous experience with progress tracking tools revealed that 35 students, equivalent to 74.5% of the sample, had previously studied English, but without contact with similar resources. In contrast, only four participants (8.5%) reported having had prior access to this type of tool. This data suggests that, although the explicit provision of progress tracking instruments is not yet widely disseminated, their inclusion in the research context proved to be pedagogically relevant.

The course professors demonstrated that the Course Evolution Table and the Class Schedule Table are central elements in monitoring the learning journey, being present in 100% of the instructors’ responses. This indicates that such resources are not used sporadically or accessorily, but consistently integrate the dynamics and conduct of classes. The most cited moments for the use of these tools were the beginning of the course, the end of the class, and the closing of units or stages, evidencing a strategic application.

By mobilizing these tools, the teachers reported that they mainly use them to show the student their position in the course, review previously studied content, clarify what still needs to be covered, and discuss performance and difficulties. These uses indicate that the resources are employed to organize the learning path, make objectives visible, and support more situated pedagogical interventions. This practice aligns with the literature on feedback, which highlights the importance of a clear structure and understandable objectives for online learning (Moore; Kearsley, 2013).

The perceptions of the teachers from the participating school reinforced the main axes identified in the research. There was strong agreement that the tools help students understand their position in the course and perceive their progress, with an average of 4.83 on a five-point scale for both items. High averages were also observed for the contribution of these resources in defining the next step of study, in increasing motivation for continuity, and in better preparing students for classes, all with an average of 4.50 on a five-point scale.

Four out of the six teachers (66.7%) stated they frequently reintroduce the tools, especially at the beginning of the course, at the end of the class, and at the conclusion of units or stages. This data suggests that, from the teachers’ perspective, the tools not only make the learning path more visible but also foster clearer conversations about difficulties, objectives, performance, and study continuity. The pedagogical power of these resources, therefore, lies not only in their visual existence but in their effective incorporation into teaching mediation, guiding the learning path and aligning expectations.

The Student Experience: Profile and Perceptions of Progress

The main sample of the study was composed of 46 active students from the language school. Regarding the length of stay at the institution, 24 participants (52.2%) had been at the school for less than three months, nine (19.6%) between three and six months, another nine (19.6%) between six months and one year, and four (8.7%) for more than one year. This distribution is relevant, as it indicates that a significant portion of the perceptions analyzed was produced by students in the initial phase of contact with the school and its support tools.

The research also investigated the participants’ previous experience with the study of the English language. The majority, 25 students (54.3%), had already studied English in language schools. Six students (13.0%) reported experience in private lessons, six (13.0%) in regular school or college, and three (6.5%) autonomously. Six students (13.0%) indicated that this was their first English course, which allows us to contextualize the comparisons made by the participants between the current course and previous experiences.

The sample profile revealed significant familiarity with the use of the school’s digital resources. When asked about access to the Google Drive folder, where the evolution tables and schedule are located, 29 students (63.0%) stated they accessed it frequently, at least once a week. Thirteen students (28.3%) reported occasional access, at least once a month, while three (6.5%) had already accessed it at least once before, and one student (2.2%) only saw it when the teacher showed it. No participant indicated never having accessed it.

The investigation into prior experience with tracking tools showed that 35 students (76.1%) had never used a similar resource in previous English courses. Only four students (8.7%) stated they had already had this experience, and seven (15.2%) indicated that they had never taken another course. This data is particularly relevant, as it suggests that, for the majority of respondents, contact with explicit progress tracking tools constitutes a relatively new experience.

When comparing the current experience with previous ones, 31 students (67.4%) stated that the progress chart or progress tracking makes the experience much better, and seven (15.2%) considered it to make it slightly better. Only two students (4.3%) said it makes no difference, and none indicated that the tool worsens the experience. Six students (13.0%) could not compare. These results, totaling 38 students (82.6%) with a positive perception, suggest that the beneficial impact of current tools is linked to the contrast with less structured or visible previous paths.

The frequency of table usage by students indicated that 22 (47.8%) access them weekly, and 16 (34.8%) do so occasionally, at least once a month. Five students (10.9%) have accessed them at least once, two (4.3%) only when the teacher showed them, and one (2.2%) has never accessed them. Although contact with the tool is widespread, the level of appropriation varies among participants, indicating that continuous use is not entirely homogeneous.

When asked what they do when accessing the table, 33 students (71.7%) stated that they review completed classes, and 28 (60.9%) check the content that is still missing. Furthermore, 18 students (39.1%) use the tool to check deadlines or schedules, and 15 (32.6%) to plan the week’s study. More specific uses, such as a quick “look”, were mentioned by 11 students (23.9%). This data shows that the tool is an actively mobilized resource for tracking progress and organizing the study routine.

These findings, taken together, indicate that the perceived impact of the tools is not limited to their mere presence in the course. The analysis suggests that the effects reported by students, such as greater clarity about the path, increased motivation, and better study organization, are associated not only with the existence of the table but also with the degree to which it is accessed, consulted, and used as concrete support for the learning process. This distinction between availability and effective use is crucial for an accurate interpretation of the results.

Perceptions of progress and effects on the learning experience

The most strongly perceived contribution of the tools investigated by students is related to clarity about the learning path. The highest average on the scales was assigned to the statement that the table helps to clearly understand at what point in the course the student is, with 4.70 out of 5. The perception of how far they have progressed obtained an average of 4.61 out of 5. This result is in line with Hattie and Timperley (2007), who highlight the effectiveness of feedback in answering the questions “where am I going?” and “how am I doing?”.

Guidance on next steps and study organization

The data also revealed that the tools not only inform progress, but also assist the student in acting upon it. The average score regarding the definition of the next study step was 4.28 out of 5. In the open-ended responses, students frequently mentioned using the tools to review topics with greater difficulty, visualize what still needs to be studied, track deadlines, and prepare for future classes. In the survey on effective use, 33 students (71.7%) stated they use it to check completed classes, and 28 (60.9%) to identify pending content.

This dimension can be interpreted in light of Hattie and Timperley’s (2007) question “what is the next step?”, which guides the continuity of the process and allows the student to act strategically on their learning. The articulation with Diamond (2013) is also pertinent, as planning, working memory, monitoring, and attentional control are central processes of executive functions, essential for the organization of goal-oriented behavior. Thus, the tool transcends visual recording, becoming concrete support for study organization.

Students’ open-ended responses also suggested a preparatory role for the tools in relation to the classes, with reports of content anticipation, topic review, and preparation for future meetings. This anticipation, according to Fregni (cited by Costa, 2023), can favor the activation of broader circuits and deeper learning, even if initial understandings are partial. This process aligns with the idea that learning involves encoding, storage, and retrieval, benefited by periodic reviews and content deepening (Schacter; Wagner, 2014).

Motivation for continuity and permanence

Motivation emerged as one of the strongest axes of the results, with an average of 4.67 out of 5 for the statement that visualizing progress increases motivation to continue in the course. When compared to previous experiences, 30 students (65.2%) reported that monitoring progress greatly increases their motivation, and eight (17.4%) that it slightly increases it. Open-ended responses reinforced this pattern, mentioning focus on the objective, satisfaction in seeing the percentage advancement, and greater enthusiasm to continue studying.

This finding can be discussed in light of Deci and Ryan’s (2008) Self-Determination Theory, which relates autonomous motivation to the fulfillment of basic psychological needs such as autonomy, competence, and belonging. The tools seem to strengthen the perception of competence, by making progress visible, and that of autonomy, by offering clarity about the process itself. The visualization of concrete evidence of progress tends to increase the student’s sense of purpose, ability, and continuity in their journey, which aligns with the notion that motivational states influence attention and goal selection (Shizgal; Hyman, 2014).

Perceived autonomy and self-regulation

Perceived autonomy also proved consistent in the results, although with slightly less intensity than the clarity of the path and motivation, with an average of 4.41 out of 5. In the open-ended responses, mentions arose of reviewing content alone, identifying difficulties, organizing extracurricular studies, and revisiting topics in a more targeted manner. These data suggest that the tool can support more active forms of student participation in their own learning journey, even if this effect is not entirely homogeneous among all participants.

This dimension can be interpreted both by Self-Determination Theory (Deci; Ryan, 2008), which understands autonomy as a sense of agency and participation, and by Hattie and Timperley’s (2007) feedback model, which emphasizes self-regulation. In dialogue with Diamond (2013), autonomy is supported by executive functions such as planning and monitoring. The tools function as external support for internal learning regulation processes, helping students to follow the path with greater awareness and intentionality, maintaining goals and resisting disorganization (Siegelbaum; Kandel, 2014).

Reduction of anxiety, insecurity, and disorientation

The reduction of anxiety, insecurity, and disorientation also appeared in the results, with an average of 4.04 out of 5, indicating positive but less intense agreement. In the open-ended responses, expressions such as security, direction, predictability, focus, and the feeling of not being lost in the course were frequent. This result can be articulated with the literature on feedback by Hattie and Timperley (2007), which points to the greater effectiveness of feedback that is clear and less threatening to the self.

The relationship between regulation, attention, control, and cognitive functioning is inseparable from the subject’s emotional conditions, according to Diamond (2013), as stress and disorganization can impair executive processes. Thus, the tool, by making the path more predictable and understandable, can reduce the anxiety generated by uncertainty about progress and next steps. Neuroscientific studies (LeDoux; Damasio, 2014) corroborate that emotional states modulate attention, memory, and decision-making, favoring more stable cognitive conditions in predictable contexts. However, this benefit seems to depend on individual and contextual factors.

Perceived impact on performance and learning

The questionnaire included a global question about the impact of progress monitoring on performance and learning, and the results indicated a broadly positive assessment. Twenty-seven students (58.7%) stated that this monitoring has a very positive impact on their learning or performance, while 13 students (28.3%) answered that it has a slightly positive impact. Six students (13.0%) selected the option “no impact / I don’t know”. Thus, 40 students (87.0%) perceived a favorable impact of progress monitoring on their learning process.

This result is relevant for synthesizing the other quantitative findings. If the tools were associated with clarity of the path, guidance for the next steps, motivation for continuity, autonomy, and reduction of insecurity, in this more general question these effects converge in a global perception of benefit for learning. Although the question does not measure objective performance, it allows us to affirm that, from the student’s point of view, explicit progress monitoring is understood as an element that qualifies the study experience and favors development in the course.

Identified patterns in students’ open-ended responses

The students’ open-ended questions, although not mandatory, received 22 responses, qualitatively reinforcing the quantitative results. Eleven students expressed ideas related to the clarity of the course path, mentioning the visibility of the content already studied and the understanding of the current stage of the course. This set of responses confirms that the explicitation of the learning path is one of the most significant contributions perceived by the participants.

Eight responses addressed the organization of the study, with students associating the tools with the possibility of better planning their routine, following schedules, organizing reviews, and preparing for classes. Nine students mentioned reviewing difficulties, reporting the use of tables and feedback to locate poorly performing content and retake topics in a targeted manner. This qualitative data reinforces the interpretation that the tool is not just informative, but a practical support for acting on one’s own learning path.

Nine responses highlighted the motivation associated with the sense of progress, with students mentioning that visualizing the graph, the percentage, and the course progression produces a feeling of development, greater enthusiasm, and maintenance of focus. Five responses related the tools to feelings of predictability, direction, and a reduced sense of being lost. One response mentioned personalization and a sense of care, indicating that the value attributed to the tools transcends the technical dimension, reaching subjective and relational aspects of the learning experience.

Training and Mentoring: Profile and Results of Mentored Professors

Complementary to the main research, a sample of ten female teachers mentored by the researcher, all active in online teaching, was considered. One teacher (10.0%) had been teaching for less than a year, four (40.0%) for between one and three years, two (20.0%) for between three and five years, and three (30.0%) for more than five years. Regarding previous training in active or neuroscience-based methodologies, four teachers (40.0%) responded affirmatively, two (20.0%) did not have this training, and four (40.0%) were in a training process.

Among the mentored professors, the results pointed to a positive perception regarding the effects of the student localization technique in the course. The highest average observed in this group was related to the perception that the technique helps students better understand their own progress, with 4.30 out of 5. Next, the items that stood out were motivation, with 4.00 out of 5, and improvement in participation and engagement, also with 4.00 out of 5. These data suggest that the technique was perceived as a resource capable of making student progress more visible and understandable.

Seven out of ten mentored teachers (70.0%) stated that they started performing this type of localization more frequently after applying the technique. This data indicates that contact with the proposal not only generated positive perceptions about its effects but also favored its more recurrent incorporation into teaching practice. The findings of this group reinforce the perception that explicit progress localization can play a relevant role in different online teaching contexts, not being restricted to the institutional environment of the investigated school.

Discussion in light of the bibliography

The empirical material of this research suggests that the student’s localization tools in the course perform a pedagogical function that transcends the mere visual organization of the path. Quantitative and qualitative data converge to indicate that their most consistent effect lies in broadening the clarity about the learning process, especially in understanding where the student is, how much they have already advanced, and what still remains to be covered. This result is consistent with Hattie and Timperley’s (2007) feedback model, which emphasizes reducing the discrepancy between the current state and the intended goal.

The motivation to continue in the course also stands out as one of the most consistent effects. This result can be interpreted in light of Self-Determination Theory (Deci; Ryan, 2008), which argues that the quality of motivation depends on the degree to which the context favors basic psychological needs such as autonomy, competence, and belonging. The visualization of progress seems to strengthen the perception of competence, by making progress observable, and that of autonomy, by allowing a greater understanding and monitoring of one’s own process, resulting in greater persistence and engagement.

The results show that not all effects appear with the same intensity. Clarity of the path, perception of progress, and motivation are more robust dimensions. Autonomy and anxiety reduction, although positive, emerge in a more moderate and conditioned way. In the case of autonomy, the effect seems to depend on the degree of individual engagement, the habit of accessing the material, and how the resource is mediated. The decrease in anxiety and insecurity seems to occur when the tool makes the path more predictable and understandable, aligning with Hattie and Timperley’s (2007) observation that feedback is more effective when clear and non-threatening.

The responses from the teachers, both from the participating school group and the complementary mentee group, deepen this reading by highlighting the operational conditions of the tool. They confirm convergence with the students regarding the clarity of the path, the notion of progress, motivation, and preparation for classes. Furthermore, they emphasize the importance of frequent revisiting of resources, their explanation throughout the course, and their integration at strategically pedagogical moments, such as the beginning of the path, the end of the class, review sessions, and discussions about objectives and difficulties.

The qualitative analysis suggests that these tools can favor more active and reflective learning. Students report reviewing difficulties, anticipating content, preparing for future classes, and recalling topics with greater difficulty. This type of use brings the results closer to Fregni’s discussion (cited by Costa, 2023), according to which prior contact with the content can favor deeper learning when errors are corrected and reworked. The tool, articulated with teacher feedback, can expand the student’s conditions to arrive at class with expectations, hypotheses, and doubts, making pedagogical mediation more productive.

In summary, the set of results suggests that the investigated tools fulfill, in the studied context, a mediation function between orientation, motivation, and self-regulation. Their most consistent effects fall on the clarity of the path, the perception of progress, and the motivation for continuity. The most conditioned effects seem to involve autonomy, anxiety reduction, and more active appropriation of the process, which depend more visibly on factors such as frequency of access, student profile, and teacher mediation. Such resources act as pedagogical devices that strengthen the intelligibility of the path, support executive functions, and qualify the student’s subjective learning experience.

Limitations of the findings

The results of this study should be interpreted in light of some limitations. Firstly, the research was conducted in a specific context of online English teaching, which requires caution regarding the generalization of findings to other scenarios. Furthermore, the analyzed data are predominantly self-perceptions, expressing how students and teachers interpret the effects of the tools, rather than objective performance measures. Therefore, it is not possible to assert a strong causal relationship between the use of these tools and the perceived effects.

Other factors can interfere in this process, such as the student’s profile, their level of engagement, teacher mediation, and the pedagogical culture of the investigated context. Nevertheless, the findings offer consistent indications about the pedagogical value of these tools and contribute to understanding, in an applied manner, how localization resources for the learning path can be perceived in online teaching. The research demonstrates that the structured visualization of the learning path can alter, in a pedagogically relevant way, how the student understands, organizes, and experiences the learning process itself, responding to the objective of analyzing students’ perceptions of the contributions of these tools.

4. Conclusion

This research aimed to analyze students’ perception of the contributions of progress tracking tools, such as schedules and evolution tables, in online language courses. It was found that such resources were predominantly perceived as elements that increased clarity about the study process, favored the perception of progress, and contributed significantly to students’ motivation regarding course continuation. It was also identified that these tools supported study organization, guidance for next steps, and perceived autonomy, in addition to promoting a reduction in the feeling of disorientation. However, it was observed that the intensity of these effects was more conditioned by teacher mediation and the student’s individual profile.

The study’s main contribution lies in demonstrating that these tools play a relevant pedagogical role, transforming the learning journey into a more understandable, guided, and manageable experience for the student. They act as devices that enhance the intelligibility of the learning process, support executive functions, and improve the student’s subjective experience with learning. However, the findings should be interpreted with caution, as the investigation was limited to a specific context of online English language teaching and relied on self-perception data, which prevents the assertion of causal relationships. For future studies, it is suggested to explore these phenomena in other contexts and include objective performance measures to deepen the understanding of the factors that modulate the effectiveness of these pedagogical tools.

Bibliographic References

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Article originating from a Final Course Work on Neuroscience and Learning in Education

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