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- Profile: Issues in Teachers' Professional Development is an indexed journal edited at Universidad Nacional de Colombi... moreProfile: Issues in Teachers' Professional Development is an indexed journal edited at Universidad Nacional de Colombia, Bogotá Campus. It is a publication for teachers of English interested in increasing their professional expertise. The journal includes articles written by English language teachers from different levels and contexts, teacher-researchers and teacher educators. Its main concern is to disseminate research findings, innovations and reflections.
Papers expecting to be published in the first issue of the year (January), should be sent no later than April 1 of the previous year and those wishing to be included in
the second issue (July), not later than October 1.
Are you interested in submitting your paper?
please visit: http://www.revistas.unal.edu.co/index.php/profile/about
You can also read our journal (full text) on our website at http://www.revistas.unal.edu.co/index.php/profile/index
PROFILE is registered in Ulrich’s Periodicals Directory, Latindex, EBSCO, Informe Académico, Academic OneFile, Red Iberoamericana de Innovación y Conocimiento Científico - REDIB, and the Directory of Open Access Journals (DOAJ). It is indexed in the MLA International Bibliography, Educational Research Abstracts online (ERA), The Education Resources Information Center (ERIC), The Emerging Sources Citation Index (Clarivate Analytics), Linguistics and Language Behavior Abstracts database (LLBA), Redalyc, SciELO Citation Index (Web of Science), CLASE, Dialnet, and Publindex-Colciencias, classified in category B.edit
This article is a mixed method study which examines how a group of six elementary students who study English as a foreign language manage their emotional intelligence while taking their speaking exams. Data were collected through both... more
This article is a mixed method study which examines how a group of six elementary students who study English as a foreign language manage their emotional intelligence while taking their speaking exams. Data were collected through both quantitative and qualitative instruments such as an emotional intelligence test, non-participant observations, surveys, and individual interviews with open-ended questions. The results provide further insight into the students' emotional intelligence and the coping mechanisms/ strategies used to manage their emotional intelligence while taking two different speaking exams.
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Teachers' past learning experiences, also referred to as "apprenticeship of observation, " can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English... more
Teachers' past learning experiences, also referred to as "apprenticeship of observation, " can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English teachers and sought to identify the possible influence of their past English teachers on their teaching and learning views in an English as a foreign language context. The qualitative multiple case study design gathered the narratives of 18 teachers using an open-ended survey and in-depth interviews. Results showed that the teachers' apprenticeship of observation influenced their socio-emotional and affective views on teaching with a main concern on teacher-student relationships. From a sociocultural perspective, it was found that feelings associated with these experiences helped them understand their own practice.
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The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in... more
The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher's figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.
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This article reports on the findings of a mixed methods research study on tutors' and tutees' behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international,... more
This article reports on the findings of a mixed methods research study on tutors' and tutees' behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international, and sustainable university in central Mexico. Observation, peer assessment, and semistructured interviews results suggest that tutees and tutors asked and answered questions and had a positive attitude towards error correction in almost all the sessions. Likewise, they reveal that participants clarified doubts, seemed motivated, motivated their peers, and had a constructive attitude towards teaching and learning from a peer most of the time during the tutoring. Furthermore, results indicate that the participants were positive about the experience, the sessions, their peers, and the influence in their learning.
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This article reports the results of an action-research study, carried out in the fourth grade of a Colombian public elementary school, which sought the integration of the teaching of English and the natural sciences through... more
This article reports the results of an action-research study, carried out in the fourth grade of a Colombian public elementary school, which sought the integration of the teaching of English and the natural sciences through cross-disciplinary lessons that followed the principles of content-based instruction. Observation, action plan, and evaluation were the ongoing research stages. Interviews, workshops, and the students' portfolio were the main instruments used to collect data. Results revealed that the cross-disciplinary lessons were appropriate and useful to connect the foreign language learning with other school subjects. Beginner students of English demonstrated an enhancement in the communicative skills and developed contextualized learning strategies, which proved the importance of integrating English with scientific contents as a contribution to curriculum innovations.
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The Universidad de la República, in Uruguay, offers reading comprehension in English courses within the career of dentistry for students to access information in this language. The study sought to analyze the fulfilment of the course’s... more
The Universidad de la República, in Uruguay, offers reading comprehension in English courses within the career of dentistry for students to access information in this language. The study sought to analyze the fulfilment of the course’s aims and to test the hypothesis that the greater the vocabulary that dentistry students possess, the better they will be able to understand written dentistry texts. A mixed approach, based on interviews and a class survey, was used. Data showed that the course’s objectives were achieved. Participants stated that the course is highly meaningful, and they believed that the previously mentioned correlation exists. However, this could not be statistically verified, which indicates that multiple reading comprehension skills are involved when trying to understand academic texts.
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This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading... more
This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, videorecordings of all lessons, samples of students' work, and students' reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author's position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.
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In the 2020 report of the SJR (published in May 2021), the Profile journal moved from Quartile 2 to Quartile 1 in the category of linguistics and language. Within this area the journal is now Number 229 of the 997 journals classified... more
In the 2020 report of the SJR (published in May 2021), the Profile journal moved from Quartile 2 to Quartile 1 in the category of linguistics and language. Within this area the journal is now Number 229 of the 997 journals classified worldwide, Number 2 in Latin America, and Number 1 in Colombia.
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This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers... more
This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers approach the assessment of students' speaking skill. The data were gathered through classroom observations, interviews, and documentary analysis. Results revealed teachers' preference for summative assessment practices to determine students' progress regarding speaking. As a conclusion, teacher professional development in terms of language assessment may be seen as an alternative to develop significant assessment processes where students, teachers, and the institution can be benefited.
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This multiple case study explored the influence of English teachers' methodological practices over undergraduate students' learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de... more
This multiple case study explored the influence of English teachers' methodological practices over undergraduate students' learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students' learning processes differently.
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The extent to which writing assessment training (WAT) impacts writing scores has been widely explored in L2 testing contexts. However, little is known of the benefits of wat to classroom assessment of writing. This paper analyzes the... more
The extent to which writing assessment training (WAT) impacts writing scores has been widely explored in L2 testing contexts. However, little is known of the benefits of wat to classroom assessment of writing. This paper analyzes the impact of two wat sessions on the classroom assessment of writing of eleven EFL Mexican university teachers. Twenty-two interview transcripts suggested an impact in three main areas: classroom teaching of writing, classroom assessment of writing, and teacher self-awareness. The category of teacher self-awareness displayed the most impact. The paper proposes a categorization of impact on writing assessment.
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This article focuses on the impact reflective learning has on a group of efl preservice teachers' academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how... more
This article focuses on the impact reflective learning has on a group of efl preservice teachers' academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants' academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an action-research design to foster students' academic writing skills as part of their professional development. The data-collection instruments were essays and teacher's feedback, students' journals, and rubrics. The results evidenced learners' writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.
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This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007-2017 concerning the English language section. This analysis uses the reports and databases from the Instituto... more
This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007-2017 concerning the English language section. This analysis uses the reports and databases from the Instituto Colombiano para la Evaluación de la Educación (ICFES) repository and explains the policy in its historical context. The results warn of a quite worrying picture between the goals established by the Ministry of Education and the final achievements. The level of English of future Colombian professionals is not only very low but also without improvement from its beginnings in 2007 to 2017. As a conclusion, it would be necessary to review, from the universities' perspective, the language educational policy and propose bottom-up structural alternatives that allow a sustained impulse in teacher training, methodology, and curricular and pedagogical organization.
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This paper reports on Ecuadorian pre-service and in-service teachers' ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students' cultural and linguistic diversity. A... more
This paper reports on Ecuadorian pre-service and in-service teachers' ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students' cultural and linguistic diversity. A qualitative case study approach was implemented to collect information from teacher candidates in 2015, in-service teachers from a public school in 2017, and in-service teachers from a private school in 2019. Data were collected through focus groups and interviews conducted in Spanish. Findings suggest that training teachers to conduct action research will improve their ability to analyze data and improve students' learning outcomes.
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This paper aims at showing how a bottom-up approach of the study of educational policies can shed some light on how elementary school teachers deal with educational policies to make them work. This is a partial report on a larger focus... more
This paper aims at showing how a bottom-up approach of the study of educational policies can shed some light on how elementary school teachers deal with educational policies to make them work. This is a partial report on a larger focus group study conducted in Bogotá, Colombia, where a group of elementary school teachers shared their opinions about educational policies. The data collected allowed us to see that teachers take actions, have their own perspectives about policies, and feel negatively treated by the national government, which give way to three categories: Teachers' Micro-Practices, Clashing Visions About Education, and Mistreatment. We conclude that despite the pervasiveness of neoliberalism in education, which teachers are very aware of, they find ways to make policies work while being critical of the way these are designed and implemented.
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This paper reports a small section of a larger study that uses a mixed-methods approach to examine participation experiences of novice teachers of English in Chile beginning their careers in nonharmonic public, semiprivate, and private... more
This paper reports a small section of a larger study that uses a mixed-methods approach to examine participation experiences of novice teachers of English in Chile beginning their careers in nonharmonic public, semiprivate, and private school communities. Drawing on Wenger's framework of communities of practice, this paper reveals that novice teachers come across nonharmonic communities of teachers regardless of the types of schools where they work-that is, schools normally classified by socioeconomic background. As such, new teachers experience varying degrees of challenges that hinder their participation in such school communities. Rather than being a detriment, these nonharmonic communities of practice positively impact novice teachers to strive, including by joining diverse forms of communities, during the first years of teaching.
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Although several investigations have been carried out in recent years on written corrective feedback (WCF), there is a lack of agreement about its definition and the effect on students' writings of different types of feedback. This may be... more
Although several investigations have been carried out in recent years on written corrective feedback (WCF), there is a lack of agreement about its definition and the effect on students' writings of different types of feedback. This may be due to the lack of systematicity regarding the characterization of WCF used in those studies. This article seeks to review the concept of WCF in studies in the field and to systematize the various aspects considered in a typology, which includes specification, focus, scope, source, mode of delivery, and notes. The resulting typology should help improve the effectiveness in the comparison of WCF studies and serve as a reference for teachers interested in expanding their practices.
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This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers' content through the empowerment spiral model to foster students' talk as performance. Twenty 11 th-grade students shared... more
This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers' content through the empowerment spiral model to foster students' talk as performance. Twenty 11 th-grade students shared alternative messages related to social issues based on content analysis and reflections. Data were collected via preservice teachers' journals, students' written and multimedia artifacts, and voice recordings, whose analysis was done through processes of codification and categorization. The results showed that the implementation of critical media literacy helped students become aware of the content they were consuming and improve their English oral performance by means of specific oral activities. Therefore, this study has a balance between English as a foreign language learning and the use of critical approaches.
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This study examines the perceptions of employers, university authorities, English teachers and students concerning needs to promote English achievement in a Mexican university. By drawing on data collected from focus groups and... more
This study examines the perceptions of employers, university authorities, English teachers and students concerning needs to promote English achievement in a Mexican university. By drawing on data collected from focus groups and questionnaires, the evidence suggests that there are several needs which hinder the attainment of English objectives in this higher education context. To address this, the participants' perceptions are reformulated into a set of recommendations which might be beneficial for this context and other higher education institutions which seek to develop English language competencies in university students. The relevance of this study is that it shows how needs analysis can be used in higher education as a tool to identify needs and formulate context-sensitive solutions for enhancing English achievement.
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The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional... more
The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign language use need to take into account linguistic, contextual, and idiosyncratic factors in the English as a foreign language classroom.
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This is an empirical study which aims to examine the profile of Spanish university students in bilingual degree programs that employ English as a medium of instruction by utilizing the bilingual section of the teaching degree course at... more
This is an empirical study which aims to examine the profile of Spanish university students in bilingual degree programs that employ English as a medium of instruction by utilizing the bilingual section of the teaching degree course at the University of Granada as a sample. To this end, a questionnaire was applied to 216 students. While 75% of the students reported having problems when following a bilingual class, these difficulties were found to diminish or disappear after the first trimester. The majority of the students (70%) were satisfied with the program offered but they also detected some deficiencies, which provided a basis for various suggestions as to how university bilingual programs might be improved.
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This paper reports a qualitative action-research study on the use of cooperative learning through literature in two vulnerable English as a foreign language (EFL) classrooms in Chile. The study aimed at bridging EFL inequality by exposing... more
This paper reports a qualitative action-research study on the use of cooperative learning through literature in two vulnerable English as a foreign language (EFL) classrooms in Chile. The study aimed at bridging EFL inequality by exposing students to a different methodology using cooperative learning, and content-based instruction through literature, which are inexistent methods in vulnerable schools. Improving students’ performance and increasing their personal growth were also pursued. Data were gathered through lesson observations, language tests, and surveys. Results evidenced that students improved their cooperative learning skills and personal growth, yet their linguistic proficiency was not significantly enhanced. As a conclusion, promoting cooperative learning together with content-based instruction through literature resulted in a suitable combination to improve learners’ learning strategies and personal growth.
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This case study sought to understand how 17 undergraduate students in the humanities and science, technology, engineering, and mathematics majors positioned themselves in terms of gender in relation to their leadership and risk-taking... more
This case study sought to understand how 17 undergraduate students in the humanities and science, technology, engineering, and mathematics majors positioned themselves in terms of gender in relation to their leadership and risk-taking skills. For this study, I used students' artifacts, semistructured interviews, and focus group discussions, which tied into the objectives of the Academic Writing for Professional Development course that the participants signed up for at a public university in Colombia. To analyze the data, I used aspects of the grounded theory method. The results revealed that the division of labor and social gender roles supersede the students' initial positions. Because of this, women's leadership and risk-taking abilities are invisible, an assertion which continues to perpetuate social gender roles, gender stereotypes, and the patriarchy.
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This article reports on an exploratory, mixed methods study aimed at identifying the methodological and epistemological criteria necessary to ensure the quality and a self-revision process of a pilot tutoring program offered to students... more
This article reports on an exploratory, mixed methods study aimed at identifying the methodological and epistemological criteria necessary to ensure the quality and a self-revision process of a pilot tutoring program offered to students enrolled in the bed in philology and languages (English and French programs) at Universidad Nacional de Colombia, Bogota. Ten students of the French and English Philology programs and six tutors voluntarily participated in the research. The data were collected through document reviews, focus group discussions, and questionnaires completed by the tutors and tutees. The study revealed that a comprehensive, personalized tutoring plan was needed. Likewise, self-efficacy development, human capital, as well as technological and physical resources must be considered in order to determine the weaknesses, strengths, opportunities, and overall impact of the program.
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Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant... more
Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant ideas and practices are problematized and opportunities are provided for teachers to learn about, experience, and inquire into autonomy-oriented language teaching practices. A proposal based on the analysis and construction of cases in postgraduate teacher education is presented, in which teachers analyse and design autonomy-oriented action research experiences and produce narratives of inquiry. Six teacher narratives are analysed, showing that experience-based teacher education may enhance teachers' agency to challenge mainstream practices and explore learner-centred teaching, thus developing professional autonomy in seeking to promote learner autonomy.
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This article presents a study which explores perceptions of Chilean future teachers of English as a foreign language regarding the usage of Spanish as l1 in English lessons. The participants belong to first-and fourth-year levels of their... more
This article presents a study which explores perceptions of Chilean future teachers of English as a foreign language regarding the usage of Spanish as l1 in English lessons. The participants belong to first-and fourth-year levels of their programs at four universities located throughout Chile. The data collection tool was Mohebbi and Alavi's (2014) Likert questionnaire, along with an open questions section. The data were subjected to descriptive statistical analyses and mean difference tests. The results indicate that the participants would use Spanish in the English class mainly for two reasons: (1) for pedagogical-didactic purposes and (2) to maintain the student-teacher relationship. The study concludes that there are no statistically significant differences in regard to the course-level year the subjects are enrolled in or regarding the university with which they are affiliated.
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This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from... more
This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from both groups were asked to assess the same material produced by two students of English pedagogy in a Chilean university. The results show that native English teachers rate students higher than their non-native colleagues. This is apparently due not only to differences in training but also the differences in the processes of acquisition. The outcome of this research concerns anyone interested in teaching and learning English as a second/foreign language.
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This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions' effects on... more
This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions' effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.
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In 2019, we completed 20 years of continuous publication of the Profile: Issues in Teachers’ Professional Development journal. With this first edition we feel more committed and happier to continue this publication effort. To carry on in... more
In 2019, we completed 20 years of continuous publication of the Profile: Issues in Teachers’ Professional Development journal. With this first edition we feel more committed and happier to continue this publication effort. To carry on in this endeavor, we have reflected on the journey we have traveled and thus, wish to share with you what it has meant to us.
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This study adopted a mixed method approach with an action research design. The aim was to determine the impact of information gap activities on young English as a foreign language learners' oral fluency. Information gap activities were... more
This study adopted a mixed method approach with an action research design. The aim was to determine the impact of information gap activities on young English as a foreign language learners' oral fluency. Information gap activities were based on the communicative approach as well as on task-based learning. Twenty-three eighth graders participated in this action research. The students were immersed in a multicultural and at-risk context in a public high school in southern Chile. Their English-speaking level fluctuated between a1 and a2. The technique was applied over the course of a semester (ten weeks). Data were collected by applying a pre-test, post-test, and focus group questionnaire. Results suggest an improvement in oral fluency and a positive perception of the technique used during the intervention. Key words: Attitudes in English as a foreign language, English as a foreign language, information gap activities, young learners, oral fluency.
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This study presents the expansion of nominal groups in a systemic functional grammar class of an English language teacher program in 2016 at a Colombian public university. The participants were six student teachers. Nominal groups were... more
This study presents the expansion of nominal groups in a systemic functional grammar class of an English language teacher program in 2016 at a Colombian public university. The participants were six student teachers. Nominal groups were first considered in a document written by the students before being exposed to the principles of systemic functional grammar and then in a revised version after the exposure to it. The study shows initial improvements in the enlargement of nominal groups between the two written productions and provides insights into the enormous potential for structural and meaningful expansion and the complexity of nominal groups. The gained awareness may become a cognitive framework for students to produce complex nominal groups in academic productions demanded in their studies and in the exercise of their professional practice.
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Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to... more
Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to describe pre-service teachers’ perceptions towards portfolio keeping. The sample consisted of 51 first-year students from an initial English language teacher education programme at a university in Southern Chile. A writing portfolio-based class was implemented over a seventeen-week period. Data were collected through an adapted questionnaire and a focus group conducted at the end of term. Results show that pre-service teachers value the strategy; they perceive they have improved their writing and reflection skills. They also draw attention to some challenges to be considered in the planning and implementation phases of the strategy.
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This article provides an overview of the ideas that two groups of bilingual teachers from different contexts, one indigenous and the other Western, have about the concepts of education, bilingualism, and interculturality. Their opinions... more
This article provides an overview of the ideas that two groups of bilingual teachers from different contexts, one indigenous and the other Western, have about the concepts of education, bilingualism, and interculturality. Their opinions were gathered through focus groups, semi-structured interviews, and videos, and reviewed under light of what the theoreticians have pointed out regarding the three mentioned concepts. One important outcome was the enrichment of perspectives of both groups of participants, and a remarkable conclusion that refers to the similar perceptions both groups have regarding the concept of education. Further research should address how each community perceives its own educational model and how it can be complemented with the views of the other.
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This paper presents a study on the employment criteria used by school administrators and their views on the strengths and weaknesses of local teachers and expatriate teachers. This study aimed to provide a perspective on the issue from an... more
This paper presents a study on the employment criteria used by school administrators and their views on the strengths and weaknesses of local teachers and expatriate teachers. This study aimed to provide a perspective on the issue from an English as a foreign language context. Questionnaires collected from administrators of 94 private primary and high schools in Istanbul were analyzed. Although being a native speaker of English ranked seventh out of the eight criteria, the presence of expatriate teachers in a school was considered important. In addition, participants from schools that employed both expatriate and local teachers attributed more importance to the native-speakerness criterion. Finally, administrators found local teachers more knowledgeable in teaching methods, whereas expatriate teachers were perceived as better in language use.
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Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers' and educators' approaches to the use of multimodal... more
Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers' and educators' approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.
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Current communication is increasingly computer-mediated, dynamic, dialogic, and global, so students should master new information, communication technologies, and digital genres, as well as acknowledge the global role of the English... more
Current communication is increasingly computer-mediated, dynamic, dialogic, and global, so students should master new information, communication technologies, and digital genres, as well as acknowledge the global role of the English language. Thus, this paper aims to offer a teaching proposal, to be ideally implemented in the secondary education English as a foreign language classroom, on how to develop students’ communicative and digital competences based on a digital genre like the travel blog. First, a corpus of travel blogs was compiled, and the blogs’ communicative purposes and prominent linguistic and discursive features were identified. Next, different lesson plans were designed on the principles of communicative language teaching and task-based learning, together with the corpus-based results. Overall, students are expected to follow a process-writing approach that enables them to interact digitally in travel blogs.
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This paper reports on an action research study aimed at implementing Plotagon to enhance English writing skill. The study involved 18 students from 10th grade of a public secondary school in Colombia. The findings showed that the use of... more
This paper reports on an action research study aimed at implementing Plotagon to enhance English writing skill. The study involved 18 students from 10th grade of a public secondary school in Colombia. The findings showed that the use of Plotagon promoted students’ motivation to write through an interactive and attractive interphase to create digital stories. Consequently, students created their own digital story working in pairs and as a result increased their vocabulary, improved their English writing skill and other language skills. The data collection tools (surveys, tests, journals, observations, and dialogs as students’ production) showed that Plotagon is a pedagogical tool that promotes students’ English writing in a fun and meaningful way.
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This study tries to identify the possible differences in the types of strategies and their frequency of use in low and high achievers of English in a language centre in a university in Tijuana, Baja California, Mexico. Data were collected... more
This study tries to identify the possible differences in the types of strategies and their frequency of use in low and high achievers of English in a language centre in a university in Tijuana, Baja California, Mexico. Data were collected using a mixed-methods research methodology. The sample consists of 27 students with a high score and 30 with a low score on the achievement test. The results show that students in both categories use similar strategies; the difference lies in the frequency of use and how they use the strategies. Finally, from the qualitative data emerges a list of strategies used by high achievers.
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In Mexican higher education, the spread of English has become a tool in the internationalization process of universities. However, language has been sidelined in the discourses of globalization and internationalization. Hence, this... more
In Mexican higher education, the spread of English has become a tool in the internationalization process of universities. However, language has been sidelined in the discourses of globalization and internationalization. Hence, this ethnographic case study aims to look at the spread of English in Mexican higher education through two private universities. It focuses on the universities’ internationalization process, and how English as a foreign language teachers perceive the role of English in this process. Findings show that while English as a foreign language teachers support linguistic ideologies that promote the spread of English as a natural and apolitical phenomenon, at the same time they also warn of ideological implications such as language hierarchies, cultural homogenization, and English linguistic discrimination.
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In this article the author reports on a study of some English language student-teachers’ trans-formations of knowledge about language education. The question that guided the study was: How are English language student-teachers’ formative... more
In this article the author reports on a study of some English language student-teachers’ trans-formations of knowledge about language education. The question that guided the study was: How are English language student-teachers’ formative pedagogical and research experiences portrayed in a transformative and critical outlook for initial teacher education? Reflections, perceptions, and conceptions served as data and were collected by means of diaries, interviews, and degree projects or monographs. From the analysis of data, two main themes emerged: “Going Back and Forth from Utopia to Reality” and “EFL Student-Teachers as Novice Critical Researchers”. A conclusion was that the participants’ trans-formations mediated by pedagogical and research agendas represented alternatives with high levels of sensitivity towards socially associated issues in language education.
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The purpose of this action research study was to help English language intermediate students tackle fossilized grammatical errors in their speech, which were verb form, missing subject, and word choice. In order to do so, the researcher... more
The purpose of this action research study was to help English language intermediate students tackle fossilized grammatical errors in their speech, which were verb form, missing subject, and word choice. In order to do so, the researcher used visual input such as pictures and colored stickers for self-monitoring purposes, as well as self-evaluation charts for participants to follow up on their process; additionally, voice recordings and field notes were used to help the researcher keep track of students’ progress. Results showed that participants developed more awareness and attentiveness towards their fossilized mistakes which were reflected in the repairs they were able to make along the implementation process.
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This article reports a study on the implementation of meaningful oral tasks to promote listening fluency in ten pre-intermediate English as a foreign language learners in the English language teaching program at a Colombian public... more
This article reports a study on the implementation of meaningful oral tasks to promote listening fluency in ten pre-intermediate English as a foreign language learners in the English language teaching program at a Colombian public university. The tasks were implemented to overcome the weaknesses these students had to understand oral messages from audio materials and daily-life conversations in classes. A qualitative action-research study with observation field-notes and semi-structured interviews served as the basis for this research. Results indicate that this methodology provided suitable opportunities to foster listening fluency through the development of meaningful oral tasks. Participants developed dynamic assignments that included pre, while, and post intensive-extensive listening practices which allowed them to understand, to interpret oral messages, and to provide suitable responses to do the required tasks.
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This article reports on the results of an action research study that aimed to determine the effect of a thinking routine in the development of coherence in speaking interactions. The study was carried out with two groups of second year... more
This article reports on the results of an action research study that aimed to determine the effect of a thinking routine in the development of coherence in speaking interactions. The study was carried out with two groups of second year business students in an English as a foreign language programt a university in southern Chile. A mixed methods approach was used to collect data before and after the intervention through questionnaires and pre- and post-tests. The findings suggest that the impact of the application of the routine was significant in promoting the speaking competence, especially in developing coherence within interactive communication.
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The present article reports on a study that set out to investigate the effectiveness of strategies and decisions formulated in foreign language planning to ensure learners' language achievement in a higher education context which trains... more
The present article reports on a study that set out to investigate the effectiveness of strategies and decisions formulated in foreign language planning to ensure learners' language achievement in a higher education context which trains learners to become English or French teachers or translators. By drawing on data collected from simulated proficiency tests and interviews with students, teachers, and administrators, the findings show that the foreign language goals have not been met as stipulated in the curriculum, and that there are several shortcomings in the foreign language planning that need the educational community's consideration. This article also discusses some factors that should be considered in foreign language planning in order to meet language goals in educational contexts.
Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language... more
Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers' narratives and field observations, four examples of such practices are discussed. These examples highlight how teachers intuitively tend to make the most of their expertise, the limited resources available, and the local lingua-cultural repertoires in an attempt to help students make sense of English. From the perspective of language teaching as a socially sensitive practice, findings suggest that teachers' own experiential and situational knowledge constitutes a powerful platform from which valuable bottom-up practices are and can further be devised.
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This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project... more
This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews with the participants and then carried out a thematic analysis of these interviews which led to the emergence of three main themes. Here, I present the most prevalent theme, that of being a gay language teacher in the Colombian context which reveals that the participants all live their queer identity alongside their language teacher identity with ease although they do recount instances of homophobia which have impacted their day-today lives and their careers.
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This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews... more
This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.
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Studies of second language learning have revealed a connection between first language transfer and errors in second language production. This paper describes an action research study carried out among Chilean university students studying... more
Studies of second language learning have revealed a connection between first language transfer and errors in second language production. This paper describes an action research study carried out among Chilean university students studying English as part of their degree programmes. The study focuses on common lexical errors made by Chilean Spanish-speakers due to negative first language transfer and aims to analyse the effects of systematic instruction and practice of this problematic lexis. It is suggested that raising awareness of lexical transfer through focused attention on common transfer errors is valued by students and seems essential for learners to achieve productive mastery.
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This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was... more
This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.
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The requirement of holding a diploma which certifies proficiency level in a foreign language is constantly increasing in academic and working environments. Computer-based testing has become a prevailing tendency for these and other... more
The requirement of holding a diploma which certifies proficiency level in a foreign language is constantly increasing in academic and working environments. Computer-based testing has become a prevailing tendency for these and other educational purposes. Each year large numbers of students take online language tests everywhere in the world. In fact, there is a tendency to use these tests more and more. However, many students might not feel comfortable when taking this type of exams. This paper describes a study regarding the fairly new aptis Test (British Council). Thirty-one students took the test and responded to a structured online questionnaire on their feelings while taking it. Results indicate that the test brings a considerable amount of anxiety along with it.
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The objective of this study is to investigate the effect of the Pecha Kucha presentation format on English as foreign language learners’ public speaking anxiety. The participants were 49 students in the English Translation and... more
The objective of this study is to investigate the effect of the Pecha Kucha presentation format on English as foreign language learners’ public speaking anxiety. The participants were 49 students in the English Translation and Interpretation Department of a state university in Turkey. A pre- and post-test experimental research design was used in this study. Students were given a questionnaire as the pre-test prior to the preparation of their presentations and as the post-test immediately following the presentation in the classroom. According to the paired samples statistics, students’ English public speaking anxiety was reduced significantly as a result of their experience using the Pecha Kucha presentation format. It was concluded that this presentation format can be incorporated into the English as a Foreign Language classroom.
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This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have... more
This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components. Key words: English as a foreign language, metacognition, reading comprehension, reading strategies.
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This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders' interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia.... more
This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders' interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students' work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students' empowerment., dialogical approach, English as a foreign language, public schools.
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Drawing on the concept of policy appropriation, this study investigates how different education stakeholders in a rural region of Colombia perceive foreign language education policies, and how these perceptions shape the way they recreate... more
Drawing on the concept of policy appropriation, this study investigates how different education stakeholders in a rural region of Colombia perceive foreign language education policies, and how these perceptions shape the way they recreate these reforms at the ground level. Contributing to the field of language policy analysis in Colombia and abroad, findings in this study not only provide knowledge on foreign language policymaking processes in rural areas in Colombia, but also shed light on the active role played by different stakeholders in the continuous recreation and appropriation of language education reforms.
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This research study examined how a group of ninth graders enhanced the speaking skill in an English as a foreign language classroom through project-based learning. Data about the experience were collected through field notes, transcripts... more
This research study examined how a group of ninth graders enhanced the speaking skill in an English as a foreign language classroom through project-based learning. Data about the experience were collected through field notes, transcripts of learners' oral performance, and one interview. Grounded theory was implemented for data analysis, out of which three main findings emerged: (1) project-based learning encouraged students to increase oral production through lexical competence development, (2) helped them to overcome fears of speaking in l2, and (3), increased their interest in learning about their school life and community., English as a foreign language learning, project-based learning, speaking skill.
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This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This... more
This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers' familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers' trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers. Key words: English as a foreign language, language policy, language requirements, teacher identity, teacher emotions.
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I examine whether teaching formulaic language raises English as a foreign language learners’ awareness of pragmatic resources when expressing requests. To carry out this research I adopt a qualitative self-reflective approach which... more
I examine whether teaching formulaic language raises English as a foreign language learners’ awareness of pragmatic resources when expressing requests. To carry out this research I adopt a qualitative self-reflective approach which encourages students to use formulaic language when making requests. By responding to discourse completion tasks, learners were given the opportunity to reflect on whether the use of formulaic language enhances their ability to come across in acceptable and appropriate ways. Results indicate that by developing learners’ knowledge and via the use of pragmalinguistic and sociopragmatic resources, students at all levels have a much greater chance of achieving their communicative objectives and of becoming more pragmatically competent in the target language when making requests.
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The reconfiguration of geographical and cultural boundaries has caused a growing concern among countries in regard to raising awareness of the importance of educating people to become " citizens of the world. " The language classroom... more
The reconfiguration of geographical and cultural boundaries has caused a growing concern among countries in regard to raising awareness of the importance of educating people to become " citizens of the world. " The language classroom seems to be the ideal place to incorporate the teaching and learning of global citizenship education, given its cross-cultural nature. This article intends to analyze the potential opportunities for the development of global citizenship education in the English as a foreign language classroom through a documentary analysis of the national standards and its connection to the national citizenship competences standards and the unesco global citizenship education topics and learning objectives. Finally, important recommendations are given to foster global citizenship in the English language classroom.
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The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners' performances in diverse and complex settings.... more
The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners' performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.
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Due to the insufficiency of current in-service training courses which are far from the collaboration and the reflection of teachers, the current study scrutinizes the incongruities between teacher identities and in-service training... more
Due to the insufficiency of current in-service training courses which are far from the collaboration and the reflection of teachers, the current study scrutinizes the incongruities between teacher identities and in-service training programs offered by the Ministry of National Education in Turkey based upon the use of the activity theory. In this narrative study, two English as a foreign language teachers reflected on their environment, behaviors, beliefs, competencies, and missions under the heading of teacher identity concept. The results suggest that teachers need a supportive community of practice and a well-tailored mentoring system to be able to reflect on themselves and the context in which they are teaching.
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To start, the exercise of writing is a difficult task. Nothing more challenging than the whiteness of an empty page. Whether the writing outcome is a personal product or a piece to be socialized in the academic world, the writing task... more
To start, the exercise of writing is a difficult task. Nothing more challenging than the whiteness of an empty page. Whether the writing outcome is a personal product or a piece to be socialized in the academic world, the writing task demands a lot from the ones that succumb by pleasure or obligation to the writing assignment. Apart from the skill of writing, authors of articles published in academic journals are obliged to stick to the specific publication's parameters. Strict datelines, number of words and specific sections to be included will shape the writer's production. The resulting texts in most of the circumstances will fit the publications' guidelines but may, in turn, restrict the writer's flow and line of thought. Authors may be restricted by limitations but if they want to publish they should stick to the parameters of the target publication. In other words, stick and publish or ignore and be ignored.
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A grain of sand does not represent much in isolation. Placed with many others, it becomes a beach. This metaphor exemplifies what happens with our contributions to the world of research. The research carried out by many of us occurs in... more
A grain of sand does not represent much in isolation. Placed with many others, it becomes a beach. This metaphor exemplifies what happens with our contributions to the world of research. The research carried out by many of us occurs in specific contexts, takes small samples and its generalizations are applicable to reduced populations. We expect that our results may contribute to the solution of a local situation or problem. Placed together in the long run, the small and the big contributions may cause a great impact in the field of study or work in which we develop our professional life.
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The main objective of this study was to identify 6th to 11th grade students’ beliefs about their English class in a public institution in Armenia, Colombia. By means of interviews, drawings, and focus groups with 30 students, four beliefs... more
The main objective of this study was to identify 6th to 11th grade students’ beliefs about their English class in a public institution in Armenia, Colombia. By means of interviews, drawings, and focus groups with 30 students, four beliefs were established. It was found that students’ beliefs are attached to the experiences they have lived in their English class; the discipline, the monotony, the lack of interesting material, and the impact of foreign language learning are the main related aspects. Implications and recommendations for further research are proposed based on the necessity of giving students a voice in the development of current national policies of language learning and also in the debate about the effectiveness of these policies and their impact inside schools.
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Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign... more
Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.
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Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article... more
Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an effort to guarantee the quality of the process of test design. The study included descriptive statistics, item analysis, correlational analyses, reliability estimates, and validity analyses. The results show that the new tests are an excellent addition to the program and an improvement over traditional tests. Implications are discussed and recommendations given for the development of any institutional testing program.
Research Interests: Reliability and Validity
This article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based... more
This article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based language teaching as a way to integrate language skills and help learners to improve their communicative competence in English. The results suggest that the implementation of task-based language teaching facilitated the integration of the four skills in the English as a foreign language context. Furthermore, tasks were meaningful and integrated different reading, writing, listening, and speaking exercises that enhanced students’ communicative competences and interaction. It can be concluded that task-based language teaching is a good approach to be used in the promotion of skills integration and language competences.
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Following the trend of much of the Western, non-English speaking world, Colombia has tirelessly strived for spreading English education in an effort to augment economic benefits. This paper aims at providing a critical account of foreign... more
Following the trend of much of the Western, non-English speaking world, Colombia has tirelessly strived for spreading English education in an effort to augment economic benefits. This paper aims at providing a critical account of foreign language education policy in Colombia, with special attention to English. It outlines the impact of its multiple transitions over the past decades through a historical description that overviews all previous policies, the critical reception by scholars, and present-day initiatives. We then move on to analysing the choice of English as a synonym for bilingualism and conclude with emerging questions that are to be considered for future debates and reassessments of Colombia's English-Spanish bilingual education policy.
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In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school... more
In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in public schools in one city in Colombia to determine how these have or have not contributed to the development of a political perspective in teachers. Finally, she discusses what the implementation of such perspective requires, provides some examples to illustrate how it may look in practice, and discusses some implications for different stakeholders.
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This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to... more
This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they star-ted to teach. The study found significant differences between the content of novice teachers’ academic courses in their teacher education programme and the conditions they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools.
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This article reports on a doctoral research that sought to unveil the identities present in the communities to which four English as a foreign language preservice teachers belong. The study was carried out with a decolonial perspective... more
This article reports on a doctoral research that sought to unveil the identities present in the communities to which four English as a foreign language preservice teachers belong. The study was carried out with a decolonial perspective that included an interepistemic dialogue among narrative inquiry, narrative pedagogy, and the indigenous research paradigm. The main instrument of data collection was autobiographies. The participants and the researcher analysed data jointly. The findings indicate that the preservice teachers’ identity construction is mutable and not essentialised. Mutable as it changes over time and not essentialised since it involves social, cultural, and personal dimensions.
Research Interests:
This article is a configurative literature review that aims to synthesize available research on English as a foreign language education, undertaken specifically in Chilean high-school settings. Drawing on a pre-COVID-19 research corpus, I... more
This article is a configurative literature review that aims to synthesize available research on English as a foreign language education, undertaken specifically in Chilean high-school settings. Drawing on a pre-COVID-19 research corpus, I identified a limited number of concordant accounts (n = 23) published during the last decade. I used a critical interpretive synthesis methodology which yielded three research fields ranging from didactics to socio-structural problematics. The synthesis shows that the research addresses curricular aspects devoid of socio-political and historical contexts, emphasizing primarily teachers’ teaching tensions and challenges. Finally, I discuss the English as a foreign language research limitations and implications for the Chilean context, for which I suggest some innovations to broaden future inquiry critically.
Research Interests:
Education in Spain and Latin America has been experiencing an ever-increasing use of English as a medium of instruction at all levels and across curricula. Bringing the vast research-literature into a reflective dialogue is paramount to... more
Education in Spain and Latin America has been experiencing an ever-increasing use of English as a medium of instruction at all levels and across curricula. Bringing the vast research-literature into a reflective dialogue is paramount to advancing the discipline and to refining English teaching practices. As such, this literature review systematically situates English-as-a-medium-of-instruction literature related to higher education within the Iberian-American school contexts where Spanish was the students' first language. Thus, the paper asserts that while research that addresses methodological approaches, processes, procedures, and their effects in instruction is significant, there is still a pressing need for framing English-as-a-medium-of-instruction research within the reciprocal relationship existing among communication, classroom culture, social values, the classroom climate for learning, and ultimately, the students' learning.
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This paper reports a collaborative autoethnography on a first teaching practicum at Universidad Surcolombiana. The study aimed at how we, as novice researchers and preservice English as a foreign language teachers, make sense of our... more
This paper reports a collaborative autoethnography on a first teaching practicum at Universidad Surcolombiana. The study aimed at how we, as novice researchers and preservice English as a foreign language teachers, make sense of our teaching experiences in our first teaching practicum using collaborative autoethnography as a research method. The data were collected by reflective journals and ethnographic observations. Results show the meaning that we give to our experiences, before and during the covid-19 pandemic, by recognizing and analyzing our sociocultural context. Additionally, we were immersed in a virtual learning environment where we had the opportunity to confront unforeseen changes imposed by the pandemic, familiarize ourselves with possible issues that teachers grapple with, and imagine new ways to be ourselves.
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This article describes the trajectories of collaboration experienced by three individuals in three different roles (informant, research assistant, and supervisor) in two research projects about English as a foreign language reading in a... more
This article describes the trajectories of collaboration experienced by three individuals in three different roles (informant, research assistant, and supervisor) in two research projects about English as a foreign language reading in a higher education context in Argentina. Data come from reflection logs and retrospective narratives written by them from 2009 to 2016 which were analyzed using content analysis, focusing on a continuum of collaboration. The article aligns with the critique of the discourse of “newer researcher” as a linear developmental trajectory as it illustrates the participants’ fluid, critical, complex, and personally relevant pathways. Placed within the debate regarding the affordances, complexities and challenges of the measured university, this research contributes perspectives from a peripheral setting generally underrepresented in the literature.
Research Interests:
Films and series are usually consumed in leisure moments, but they can be included in the English as a foreign language classroom as they offer real-life language in context, which can help develop learners' communicative competence. This... more
Films and series are usually consumed in leisure moments, but they can be included in the English as a foreign language classroom as they offer real-life language in context, which can help develop learners' communicative competence. This paper examines how audiovisual materials can promote English acquisition in secondary education and proposes a corpus of films and series for this purpose. Two surveys will be presented, one for compiling fragments, and the other regarding students' viewing habits. The fragment selection process will be explained, and some illustrations of the fragments' exploitation will be described. This medium's language learning benefits will be discussed, and it will be argued that using this corpus can have a positive influence on students' communicative competence development.
Research Interests:
This paper reports the findings of a case study carried out in an English for specific purposes class with student tour guides at an Argentinean university. The main objective of this research project was to analyse how the teaching... more
This paper reports the findings of a case study carried out in an English for specific purposes class with student tour guides at an Argentinean university. The main objective of this research project was to analyse how the teaching practices in the English language classes favoured intercultural exchanges. Data were gathered through document analysis, surveys, and interviews with students and with coresubject professors. Results were analysed qualitatively. We conclude that we must foster a friendly and safe learning environment to give voice to learners from native communities so that they can express their own identities and thus give way to enriching intercultural dialogue.
Research Interests:
This article reports the findings of a qualitative interpretive research study that explored the social representations children have about the teaching and learning of English as a foreign language in elementary schools in Medellín,... more
This article reports the findings of a qualitative interpretive research study that explored the social representations children have about the teaching and learning of English as a foreign language in elementary schools in Medellín, Colombia. Sixty children in first, third, and fifth grades of public and private schools participated in the study. Techniques such as drawings, pretend play, conversations, and semi-structured interviews were used to collect data. Three analogies summarize children's perceptions in this study: learning as "echo, " teaching as a power instrument, and English as a tool to "survive" or to "live and interact with others. " Finally, a reflection and some implications for the teaching of English to children are presented.
Research Interests:
The study examined university-level English instructors' assessment training experiences, classroombased assessment practices, and assessment training needs in Iran. Sixty-eight instructors who were randomly selected through academic... more
The study examined university-level English instructors' assessment training experiences, classroombased assessment practices, and assessment training needs in Iran. Sixty-eight instructors who were randomly selected through academic social networks filled out a questionnaire. Eight instructors were also interviewed. The results indicated that the instructors had received insufficient training, especially in practical aspects, because they had solely been exposed to assessment concepts and theories in the limited and impractical assessment courses offered to preservice teachers in their universities. Also, they had recurrently failed to put their limited assessment knowledge into practice. Despite this situation, they preferred to get basic rather than advanced assessment training due to personal and contextual constraints. The study bears implications for university English instructors, teacher educators, and university administrators.
Research Interests:
This study investigated Iranian English as a foreign language teachers' attachment styles and possible influential factors such as age, teaching experience, gender, and educational degree. The participants were 108 female and 79 male... more
This study investigated Iranian English as a foreign language teachers' attachment styles and possible influential factors such as age, teaching experience, gender, and educational degree. The participants were 108 female and 79 male Iranian English teachers, chosen through convenience and snowball sampling. Using Google forms, a researcher-made questionnaire was sent to the participants. There was a positive relationship between age and a secure style, and a negative relationship between fearful and preoccupied styles and age. Further, there was a positive correlation between a secure style and teaching experience, and a negative relationship between fearful and preoccupied styles and teaching experience. Male teachers were more secure, and educational degree made no difference in secure and preoccupied styles.
Research Interests:
This exploratory case study seeks to examine the role that specific factors exert on the evolution of beliefs in preservice English teachers during their final teaching practicum. Data were collected through reflections, interviews, focus... more
This exploratory case study seeks to examine the role that specific factors exert on the evolution of beliefs in preservice English teachers during their final teaching practicum. Data were collected through reflections, interviews, focus groups, and observations. The findings revealed that three groups of factors affect belief evolution during the practicum: participant subjectivity, contextual circumstances, and university support community. Subjectivities encompassed preservice teachers' fears, reactions to reallife teaching challenges, and enthusiasm to become teachers. Contextual circumstances incorporated classroom circumstances and cooperating teachers. The university support community concerned their peers and the university tutor. Implications discuss the relevance of curricular and reflective agendas that enrich the education of future teachers through beliefs exploration.
Research Interests:
In this issue, we are very pleased to share with you 15 articles. Ten correspond to the section Issues from Teacher Researchers, two to the section Issues from Novice Teacher-Researchers, and three to the section Issues Based on... more
In this issue, we are very pleased to share with you 15 articles. Ten correspond to the section Issues from Teacher Researchers, two to the section Issues from Novice Teacher-Researchers, and three to the section Issues Based on Reflections and Innovations. The contributions come from six countries: Colombia with seven articles, Iran with three articles, Argentina with two articles, and Mexico, Spain, and Canada with one article each. The topics discussed by researchers in the current issue concern English language teaching and learning, foreign language teacher education and teacher professional development, the beliefs of preservice teachers, and the perceptions and identities of students of English.
Research Interests:
Critical language teaching education has become an inescapable endeavor for language teacher education programs. To contribute to this effort, this paper outlines the implementation of an English course from a critical, intercultural... more
Critical language teaching education has become an inescapable endeavor for language teacher education programs. To contribute to this effort, this paper outlines the implementation of an English course from a critical, intercultural perspective, during the first semester of a language teacher education program in Colombia. It also reports the ways preservice teachers responded to this implementation as evidenced in data stemming from their oral and written outcomes and from course evaluations. Results indicate that this approach to language teaching allowed preservice teachers to affirm their multiple identities as they developed and strengthened their language skills in English. Data also indicate that looking at the world from a more critical perspective entailed contradictions and challenges for preservice teachers and the teacher educator.
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This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers’ perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items... more
This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers’ perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four factors: (a) purposes of assessment and grading, (b) assessment ethics, (c) student involvement in assessment, and (d) feedback and assessment interpretation. Moreover, the scale was administered to 348 Iranian English as a foreign language teachers. The findings showed that the majority reported to be literate in classroom-based language assessment and agreed to the allocation of more space to classroom-based language assessment in teacher education courses. The findings suggest that the newly-developed scale can serve as a valid and reliable tool to explore language teachers’ classroom-based assessment literacy.
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Up to the last two decades of the 20 th century, the era of methods prevailed as a key component, especially in the field of teaching English as a second language. Nevertheless, by the end of the century, many TESOL authorities were... more
Up to the last two decades of the 20 th century, the era of methods prevailed as a key component, especially in the field of teaching English as a second language. Nevertheless, by the end of the century, many TESOL authorities were questioning the usefulness and scope of methods. Consequently, the idea was declared dead and the postmethod condition emerged. In this reflection article, it is argued that the nature and scope of a method in the teaching field cannot die for a series of reasons. It is concluded that what can be proclaimed is the death of a unique, universal method, but not the death of methods per se, since this is an essential component of any teaching process.
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This study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers' professional identity. A questionnaire was used to obtain the opinions of 131 future teachers... more
This study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers' professional identity. A questionnaire was used to obtain the opinions of 131 future teachers in the 2014-2020 academic years. Results showed that the participants understood teachers' professional identity to be connected to the ability to motivate students, manage the classroom, and care about interpersonal relations. Women and men think differently regarding the effect of the acquisition of new methodologies, the psycho-pedagogical training, and a longer placement period in the construction of teachers' professional identity. To conclude, this study provided the chance to reflect on the importance of strengthening the professional identity of English as a foreign language teachers while considering the gender perspective to introduce changes in the curriculum.
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This study explores the difference in self-efficacy between high school English language teachers with two levels of curriculum literacy. The data were collected using a curriculum literacy test and a selfefficacy scale that were... more
This study explores the difference in self-efficacy between high school English language teachers with two levels of curriculum literacy. The data were collected using a curriculum literacy test and a selfefficacy scale that were delivered online to 251 English teachers in Indonesia. The respondents were split into two groups based on their curriculum literacy scores. The findings show that teachers with higher curriculum literacy levels were more self-efficacious than those with a lower level of curriculum literacy. This implies that curriculum related courses in preservice teacher programs need to be improved, and in-service teacher training should focus on curriculum knowledge.
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This mixed-methods study explores the factors contributing to the language teachers’ effectiveness in the context of English as a foreign language. Through a systematic review of the literature, six main factors were extracted: assessment... more
This mixed-methods study explores the factors contributing to the language teachers’ effectiveness in the context of English as a foreign language. Through a systematic review of the literature, six main factors were extracted: assessment literacy, content and pedagogical content knowledge, experience, oral proficiency, personality type, and self-efficacy. In the first phase of the study, 13 experts in the field shared their attitudes towards these factors through a semi-structured interview. The data obtained from the interviews was analysed thematically to develop a questionnaire. Ninety-three language teachers participated in a pilot study to validate the newly developed questionnaire. The results were factor analysed. After the required modifications based on the factor analysis were introduced, a questionnaire with 19 items entitled “EFL Language Teachers’ Effectiveness” was developed.
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Scientific or academic publications have become the best accepted media for scientific and academic communities-mainly established in universities or research centers-to share the knowledge they create and give it greater visibility... more
Scientific or academic publications have become the best accepted media for scientific and academic communities-mainly established in universities or research centers-to share the knowledge they create and give it greater visibility worldwide. That is, these journals are at the core of scientific communication, which requires permanent assessment of the editorial work and careful planning bearing in mind the responsibilities and needs of the stakeholders that are involved in the production and use of these periodical publications. In this article, I share an improvement plan for the Profile journal, whose purpose is to strengthen the journal's editorial management and, thus, support the generation and consolidation of communities of teacher researchers.
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English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or... more
English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development programs. Findings suggest that English teachers are invested in their professional development if they may develop three imagined identities-as proficient English speakers, ELT experts, and ICT competent users-and their affiliation to an imagined community of "bilinguals. " The teachers' journey to the imagined identities and the imagined community is full of conflicting emotions amidst the socio-political context of their work and the country's language education policies.
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This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers' and administrators' perceptions were gathered... more
This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers' and administrators' perceptions were gathered through a questionnaire, interviews, and focus groups and analyzed using grounded theory. Findings revealed the need to invest considerably in new personnel and e-infrastructure. Likewise, students' context should be considered to design EFL blended programs. Teachers and students should be offered ICT and methodological professional development. Finally, the program should carefully balance the integration of face-to-face and online modalities. This investigation can help the academic community of language educators and curriculum designers carry out needs analysis studies for creating contextualized blended learning programs.
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This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text... more
This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text use, were assigned individually to 16 graduate English language teaching students from Iran. After completing the tasks, the students participated in retrospective interviews about their source-text use. Recursive thematic data analysis indicated that while they were inclined towards more direct source-text use in the first summary, they opted for more indirect and academic source-text use that involved their contribution and interpretation in the sensitizing task. The paper discusses the significance of sensitizing students to source-text use.
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First (L1) and second (L2) language speakers process information differently. The current study explores whether L1 and L2 English language speakers process the emotional connotations of high and low-frequency words using the emotional... more
First (L1) and second (L2) language speakers process information differently. The current study explores whether L1 and L2 English language speakers process the emotional connotations of high and low-frequency words using the emotional Stroop task. With this task, we measure the reaction time required to name the color of words with positive, neutral, and negative valence. The sample was 100 participants, 50 L1 English speakers and 50 L2 English speakers. Our results show that L2 English speakers process words slower than L1 English speakers do. L1 English speakers processed positive words faster than negative words, but L2 English speakers displayed a reversed pattern, which indicates L2 emotional attenuation for negative words.
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Although narratives have been widely used and investigated in the second/foreign language literature, studying narratives in authentic classroom contexts and their functions has received comparatively little attention. To fill this gap,... more
Although narratives have been widely used and investigated in the second/foreign language literature, studying narratives in authentic classroom contexts and their functions has received comparatively little attention. To fill this gap, the present study examines the narratives produced naturally by teachers within English-as-a-foreign-language classroom contexts to find out what functions these narratives serve. The participants were five Iranian teachers teaching general English courses in a private language institute. Following the principles of qualitative research in data analysis, 30 hours of naturally occurring data were first transcribed, then their narratives were identified. After analyzing the 23 determined narratives in the dataset, three functions of narratives emerged, namely, moral, pedagogical, and intercultural.
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The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews,... more
The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers' provision of oral corrective feedback meets the students' preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers' practices and students' perceptions. Factors such as the curriculum, instructors' beliefs about second language learning, and their confidence play a role in this discrepancy.
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This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers of public and private universities in Cuenca, Ecuador. The study aimed to provide empirical evidence of listening teaching... more
This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers of public and private universities in Cuenca, Ecuador. The study aimed to provide empirical evidence of listening teaching practices and determine teachers' beliefs about listening. Data were gathered through a questionnaire and structured class observations. Results evidenced that instructional practices emphasize task completion rather than listening development, are oriented towards the product rather than the process and lack decoding.
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This mixed-methods study investigated and compared the professional demotivating factors for EFL teachers in three contexts: high schools, language institutes, and universities. Consequently, a validated questionnaire and semi-structured... more
This mixed-methods study investigated and compared the professional demotivating factors for EFL teachers in three contexts: high schools, language institutes, and universities. Consequently, a validated questionnaire and semi-structured interviews were employed to gather data from 189 Iranian EFL teachers. The results indicated that the most prominent demotivating factors were financial issues, students' demotivation, facilities and course books, and neglecting teachers for educational decisionmaking. However, financial issues and facilities and course books were less demotivating for university teachers. During the qualitative phase, it was also revealed that supervisors' feedback and attitudes, relationships with colleagues, and preferential treatments negatively affect EFL teachers' motivation. Furthermore, unlike high school teachers, language institutes and university EFL teachers perceive job insecurity as incredibly demotivating.
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This article presents critical intercultural dialogue as a necessary curricular, pedagogical, and decolonial practice to engage and value Indigenous students' cultural semiotic resources in higher education. Drawing from social semiotics,... more
This article presents critical intercultural dialogue as a necessary curricular, pedagogical, and decolonial practice to engage and value Indigenous students' cultural semiotic resources in higher education. Drawing from social semiotics, critical interculturality, and decolonial theory, the article analyzes Indigenous students' structural barriers to accessing and completing their undergraduate programs. Using examples from pedagogy courses taught in English and reflections and learnings from a research project with Indigenous students, the article underscores and extends lessons to mobilize Indigenous students' learning paths, sociocultural practices, and languages, showcasing intercultural dialogue within a public university. Reflections on the tensions, constraints, and possibilities to facilitate university stakeholders' engagement at multiple levels are discussed.
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This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19... more
This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master's degree in bilingual education (Spanish-English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.
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This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers' lesson... more
This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers' lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19 pandemic. An analysis of the lesson plans using task-based language teaching principles as a framework revealed that preservice teachers implemented principles differently during in-person and remote teaching. Interestingly, the use of the principles sometimes contrasts with what the participants report in their reflections. We discuss the challenges English as a foreign language teachers face when adapting methods such as task-based language teaching to the demands of new teaching contexts.
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This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using... more
This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using performativity as an analytical lens. The analysis identified three types of tensions: performing for proximity, performing to meet the institution's and student's expectations, and continuously changing performances. These tensions highlight the teacher's performativity when using technology, which ultimately configured his teacher identity. From these tensions, the paradox of technology may be observed. Specifically, tools supposedly productive for an online class may not necessarily be well received by students and may burden the teacher.
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This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I... more
This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel The Viscount Who Loved Me (2000), her appearances as narrator in the Netflix series Bridgerton (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.
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This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants... more
This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-onone online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.
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This mixed-method study examines Ecuadorian preservice English as a foreign language teachers' cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online... more
This mixed-method study examines Ecuadorian preservice English as a foreign language teachers' cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnaire. Factor analysis and Spearman's correlations were conducted on the quantitative data, and content analysis on the qualitative data. The results revealed that the participants highly value the native speaker model of pronunciation, are dissatisfied with their nonnative English pronunciation, are not interested in showing their Ecuadorian identities when speaking English, and are still not confident in their English pronunciation. The findings are discussed in light of the implications for pronunciation teachers.
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While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political... more
While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political conditions as well as (non)discursive challenges, little is known about the (de)motivating factors underpinning their drive to publish in English, particularly in South America. This study explores the (de)motivation of 522 TESOL professionals in South America to write for publication in English. The study adopted a sequential mixed-methods design that consisted of an online survey followed by 20 individual interviews with purposefully sampled participants. Findings show that, despite personal and social-contextual challenges, the participants were driven by altruism, impact, and self-efficacy.