Colombian Applied Linguistics Journal最新文献_第3页

Narratives about Being and Becoming English Language Teachers in an ELT Education Program 英语教学项目中英语教师的存在与成为

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2022-05-10 DOI: 10.14483/22487085.17940

Jairo Enrique Castañeda Trujillo, Eliana Maritza Alarcón Camacho, María Fernanda Jaime Osorio

{"title":"Narratives about Being and Becoming English Language Teachers in an ELT Education Program","authors":"Jairo Enrique Castañeda Trujillo, Eliana Maritza Alarcón Camacho, María Fernanda Jaime Osorio","doi":"10.14483/22487085.17940","DOIUrl":"https://doi.org/10.14483/22487085.17940","url":null,"abstract":"This article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during the last semester of their undergraduate program. The study aims to understand the constructions related to being and becoming PELTs and the possible contributions that the English language teacher (ELT) education program provided to shape those identities. The narratives were reconstructed from two narrative frames written by the PELTs and their responses to a narrative interview. The results reveal how participants (re)signify their profession from their experiences in the program, the teaching practicum, and other settings. PELTs construct and consolidate their professional identity initially from a technical perspective. However, their experiences and the guidance of some teacher educators transformed their view of education into a more critical and informed perspective. In conclusion, professional identity could potentially be formed and changed based on the experiences provided throughout the PELTs’ education. Considering this, initial English teacher education programs should establish strategies that contribute to this end from the beginning of undergraduate studies.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

English Language Teaching in Times of Change and the Relevance of Maintaining a Clear View on Critical Perspectives 变革时代的英语教学与保持清醒的批判性视野的相关性

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2022-05-10 DOI: 10.14483/22487085.19301

Ximena Bonilla Medina, Álvaro Hernán Quintero Polo

引用次数: 0

Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective 语言评估与测试的教师教育:学生视角下的研究生课程评估

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2022-04-22 DOI: 10.14483/22487085.17373

Salomi Papadima-Sophocleous

{"title":"Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective","authors":"Salomi Papadima-Sophocleous","doi":"10.14483/22487085.17373","DOIUrl":"https://doi.org/10.14483/22487085.17373","url":null,"abstract":"A review of research conducted on language assessment teacher education (TE) revealed a lack of studies focused on the participants’ perspective. This work concentrates on the evaluation of an online computer-assisted language assessment and testing (CALAT) TE program offered for four consecutive years. The research was based on a conceptual, multidimensional e-learning evaluation model. The data were obtained from 19 practicing language teachers who attended the MA in Computer-Assisted Language Learning via an online anonymous survey focused on 1) the participants’ engagement; 2) course organization, teaching mode, and materials; 3) course strengths; 4) course aspects most helpful for learning; and 5) course aspects that constituted obstacles for learning. The results indicate the participants’ positive attitude towards the course; they highlighted that their knowledge, skills, and principles had improved, as well as the constructivist instructional design and the organization, teaching modes, and materials of the course, which motivated them and involved them in active interaction and collaboration. The participants also perceived the assessment practices performed during the course in a positive way, which favored their learning and teaching practice within the classroom. The results also include some recommendations for course improvement. ","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46823193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Controversial Issues and their Impact on the Construction and Reshaping of EFL Learners' Habitus 争议性问题及其对英语学习者习惯建构与重塑的影响

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2022-04-22 DOI: 10.14483/22487085.14329

J. Ortiz López, Tracey Keitt

引用次数: 0

Influence of Self-Assessment on the English Language Learning Process 自我评价对英语学习过程的影响

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2022-04-22 DOI: 10.14483/22487085.17673

L. Herrera, Carlos Hernán Cuesta Melo, María Alejandra Lucero Zambrano

{"title":"Influence of Self-Assessment on the English Language Learning Process","authors":"L. Herrera, Carlos Hernán Cuesta Melo, María Alejandra Lucero Zambrano","doi":"10.14483/22487085.17673","DOIUrl":"https://doi.org/10.14483/22487085.17673","url":null,"abstract":"Assessment is considered to be a reliable and valid means through which the effects of both teaching and learning can be measured. The lack of research studies in relation to self-assessment in the English Language Teacher Education Program (henceforth ELT Education Program) targeted in this study evidence that no policy determines how learners can self-assess their learning process. For that reason, we conducted this qualitative-descriptive case study that relies on principles of postmodern perspectives and constructivist theories that advocate the construction of learners' knowledge. The main objective was to determine how self-assessment influences the language learning process of a group of students from the ELT Education Program. To respond to this inquiry, we collected data through student reflective journals, focus group discussion commentaries, and an interview to analyze participants' reflections upon their English learning process. The results showed a positive response from students towards reflection. According to their comments, self-assessment evaluates more profound aspects of the self, such as autonomy, self-recognition, critical thinking, persistence, and self-efficacy. They also highlighted the role of reflective journals and focus group discussions as facilitators to self-evaluate deeply and promote collective reflection.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44548062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

English Teachers Gendered Identities Constructions in their Doings, Sayings and Relatings 英语教师行为、言语和关系中的性别认同建构

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2022-04-22 DOI: 10.14483/22487085.17903

Angela Milena Rodriguez

引用次数: 0

lectura digital en la modalidad blended-learning. Una perspectiva educativa. 混合学习模式的数字阅读。教育视角。

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2021-12-24 DOI: 10.14483/22487085.17681

Sandra Patricia Quitián Bernal, Juan González Martínez

{"title":"lectura digital en la modalidad blended-learning. Una perspectiva educativa.","authors":"Sandra Patricia Quitián Bernal, Juan González Martínez","doi":"10.14483/22487085.17681","DOIUrl":"https://doi.org/10.14483/22487085.17681","url":null,"abstract":"La lectura como actividad cultural y cognitiva está presente en los procesos académicos de niños y jóvenes de todos los niveles educativos, en particular, en la modalidad blended-learning (b-l). El dominio exigido para la lectura en impreso o digital requiere de un proceso de formación y trabajo escolar teórico-práctico orientado por los docentes, pues los modos de leer y aproximarse de forma efectiva a los textos no son inherentes al ser humano, de ahí la necesidad de aprenderlos. Aplicando el método de Revisión Sistemática de la Literatura (RSL) en un corpus documental de 43 investigaciones realizadas entre el 2012 y el 2018, este artículo de revisión expone algunas tendencias y características relacionadas con la lectura y su uso digital en ambientes b-l. Entre los resultados se destacan la incidencia de las Tecnologías de la Información y la Comunicación (TIC) en las maneras como los escolares leen y acceden a la información, así como su papel mediador en el aprendizaje y la interacción del lector con el texto. Sin embargo, el desarrollo de competencias lectoras no se logra como consecuencia directa de la inclusión de recursos tecnológicos en el ambiente b-l, razón por la cual se requiere ampliar el espectro de investigación, concretamente, en la educación primaria.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46360333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Perceptions on Adverbial Mobility in TESOL 对英语外语教学中状语移动的认知

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2021-12-12 DOI: 10.14483/22487085.16922

J. O. Ahaotu

{"title":"Perceptions on Adverbial Mobility in TESOL","authors":"J. O. Ahaotu","doi":"10.14483/22487085.16922","DOIUrl":"https://doi.org/10.14483/22487085.16922","url":null,"abstract":"This study examined the perceptions of teachers of English on adverbial mobility in order to determine how far it would be accurate to claim that adverbs are mobile. The researcher adopted the Lexical Approach, an alternative to traditional grammar-based foreign language teaching methodologies, as the framework for the study. The reliability of the study was demonstrated with a Cronbach’s alpha value of 0,83. The study approach was quasi-scientific, as the researcher administered a questionnaire on 50 respondents who are all English language teachers in Port Harcourt, Nigeria. The data obtained were analyzed using Spearman’s Rank Correlation Coefficient. The summary of the responses contrasts the more general perception of adverbs and adverbial groups as a highly mobile category that may be put in any sentential positions without altering meaning. Based on the opinion of a majority of the respondents in the study, the researcher concluded that they perceived adverbs as restrictively mobile and agreed that mobility presents challenges to their students’ use of adverbs. The study recommended, among other things, that teachers of English in TESOL contexts should incorporate the Lexical Approach in teaching adverbs and communication skills because the methodology enhances oral and written fluency as well as grammaticality.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43941050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Relationship between Emotional Intelligence, Foreign Language Anxiety, and Demotivational Factors in an English Preparatory Language Program 英语预科课程中学生情绪智力、外语焦虑和动机因素的关系

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2021-12-09 DOI: 10.14483/22487085.17859

E. Mede, Tugce Budak

引用次数: 1

Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile 比喻语言的可教性:智利教师对隐喻在英语教学中的作用的看法

IF 0.3

Colombian Applied Linguistics Journal Pub Date : 2021-09-30 DOI: 10.14483/22487085.17071

L. Veliz, Scott Smith

引用次数: 0