GIST-Education and Learning Research Journal最新文献

{"title":"Impact of Pushed Output on Students' Oral Production","authors":"Kevin López","doi":"10.26817/16925777.773","DOIUrl":"https://doi.org/10.26817/16925777.773","url":null,"abstract":"With the advent of communicative methodologies, the promise to develop both fluency and accuracy was made as a goal for teaching and learning English as an international language. However, it did not happen (Richards, 2008). In an attempt to equalize students’ both semantic and syntactic competence, this study investigates the impact of Swain’s (1985) oral pushed output hypothesis on EFL intermediate students’ L2 oral production under a mixed method approach. The participants were 16 seventh grade EFL students from a private school in Ibagué, Colombia that were randomly assigned to an output and a non-output group. For five weeks, the output group underwent oral pushed output activities while the non-output group was merely exposed to comprehension activities. Quantitative and qualitative instruments to collect the data included pretest and posttest, audiorecordings, stimulated recalls, and interviews. Results revealed that although pushing students to produce meaningful oral output does not promote significant noticing of their linguistic problems in past narrative forms, students can modify more oral output through one-way pushed output activities than two-way activities and equalize their semantic and syntactic competence since they can engage in both processsings. Additionally, students perceived oral pushed output as an affectivity regulator in L2 oral production and as a trigger of exposure to L2 vocabulary, grammar, and pronunciation.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83871701","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}

{"title":"Effects of Digital Short Stories on the Development of Listening Skills: An Action Research","authors":"Zeynep Çetin Köroğlu","doi":"10.26817/16925777.766","DOIUrl":"https://doi.org/10.26817/16925777.766","url":null,"abstract":"Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79560432","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}

{"title":"Central Events and Causal Connections: A Narrative Inquiry-Study among Colombian Female Scholars in their Processes as writers","authors":"Bertha Ramos-Holguín, Anna Carolina Peñaloza-Rallón","doi":"10.26817/16925777.770","DOIUrl":"https://doi.org/10.26817/16925777.770","url":null,"abstract":"In the Colombian context there has been an increase in the interest for publishing in high impact academic journals. This is due to various factors such as institutional requirements, hiring requirements, categorization of teachers and academic visibility. The purpose of this research-based paper, as a decolonial report, is to portray the central events and the causal connections of three female Colombian authors in their process as writers for academic purposes. Data were gathered through in-depth interviews that emphasized on Van Manen's (1997) four lifeworld existential dimensions that include lived time, lived space, lived body, and lived relation. These dimensions helped us uncover the essences of lived experience. Results indicated that central events and causal connections affect the authors’ experiences in their process as writers.  The key ingredients female authors judge as important events were social interactions with mentors and the context.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79654024","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}

{"title":"Research-based Instruction, an Essential Tenet of the Foreign Languages Pre-service-Teacher Education at Universidad de Pamplona","authors":"Gabriel Cote-Parra","doi":"10.26817/16925777.715","DOIUrl":"https://doi.org/10.26817/16925777.715","url":null,"abstract":"This paper reports a personal reflection that describes how the Bachelor of Arts in Foreign Languages at the Universidad de Pamplona provides preservice teachers with a research-based instruction. In an attempt to contribute to today’s scholar discussions on foreign language pre-service teachers’ education, this reflective piece illustrates a unique way of teaching research to FL undergraduates. The author first provides an overview on the area of teaching research to undergraduates in Colombia; second, a description of how pre-service teachers learn the theoretical foundations, paradigms, designs and approaches mostly used in educational inquiry; and the two-year process student researchers go through. Finally, the author discusses the lessons learned and what the future of this process might be like. \u0000 ","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85722723","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}

{"title":"Exploring the Grounds for the Study of the Identity of Indigenous English Language Teachers in Colombia","authors":"Carlos Arias-Cepeda","doi":"10.26817/16925777.713","DOIUrl":"https://doi.org/10.26817/16925777.713","url":null,"abstract":"This article addresses the invisibilization of the existence of indigenous teachers in the Colombian ELT (English language teaching) field. Their existence, which is admittedly a phenomenon that lacks quantitative saliency, offers opportunities to reflect on the epistemological asymmetries that traditionally have linked the Colombian ELT field to an instrumental mainstream bilingualism, often ignoring the conditions of linguistic and cultural diversity in the country. Besides, there is an exploration of how the study of indigenous teachers’ identities might contribute to the re-signification of pedagogy; this paper elaborates on the idea that scholars in the Colombian ELT have already built some horizons of understanding between the ELT and the diversities and epistemic privileges of Colombian indigeneity. The article is part of an ongoing research on the identities of indigenous teachers in the Colombian ELT being carried out within the Interinstitutional Ph.D. in Education at Universidad Distrital Francisco José de Caldas, Bogotá","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77680033","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}

{"title":"Digital Games (Gamification) in Learning and Training: an Approach to Adaptation and Integration in the Classroom","authors":"Zulma Liliana Vargas-Macías, Ariel Adolfo Rodríguez-Hernandez, Claudia Liliana Sánchez-Sáenz","doi":"10.26817/16925777.765","DOIUrl":"https://doi.org/10.26817/16925777.765","url":null,"abstract":"This article is the result of the SGI 2174 project. Its objective is to identify how elements, techniques and mechanics game (gamification) have been implemented, as an ICT-mediated learning strategy for learning and training in the education. A systemic literary review of works on the subject is carried out to contextualize and identify methods, techniques, tools and platforms of gamification.  The results make an analysis of the articles reviewed, and describe and describe the technologies and methodologies of gamification and the most relevant results with which gamification has been implemented in educational and business environments. This project is developed in the research groups TelemaTICs and TICA, and funded by DIN-UPTC","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86034172","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}

{"title":"Examining the Role of Gender and Educational Level in Committing Plagiarism by Iranian EFL Graduate Students","authors":"Zahra Alimorad","doi":"10.26817/16925777.769","DOIUrl":"https://doi.org/10.26817/16925777.769","url":null,"abstract":"As an unethical behavior, plagiarism refers to using other people’s words or ideas without appropriately acknowledging the source (Delvin & Gray, 2007). Numerous scholars from different parts of the world have attempted to get into the root of this problem by identifying the underlying factors which contribute to such academic misconduct. In a similar vein, the present study aimed at examining the role of gender and educational level of Iranian EFL graduate students in determining the main reasons for plagiarism commitment from their point of view. To this end, a convenient sample of 159 M.A. and Ph.D. students partook in the study. To gather the necessary data, a 32-item Likert-Type questionnaire was administered whose results were subjected to a two-way MANOVA. Results of the study indicated that neither the students’ gender or educational level nor the interaction effect of these two variables had any significant effect on the reasons for engaging in plagiarism. Descriptive statistics, however, showed that students’ personal and attitudinal characteristics took on paramount importance compared to other factors. This can signal the intentionality of plagiarism among Iranian EFL graduate students, thereby suggesting the need for making more informed decisions on how to deal with this problem.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84150363","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}

{"title":"Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish Elementary School Context","authors":"Turgay Han, Ayşegül Takkaç-Tulgar","doi":"10.26817/16925777.802","DOIUrl":"https://doi.org/10.26817/16925777.802","url":null,"abstract":"The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' teaching experiences. The findings indicated that prior to teaching experience, classroom management is the major teaching anxiety source and the frequently employed coping strategy is to consult their mentors and cooperating teachers. However, during the actual teaching experience, being observed by a mentor was the most common concern and to cope with it, each participant developed different coping mechanisms. Finally, receiving negative feedback from mentors decreased self-confidence and to compensate, pre-service teachers frequently asked mentors to provide further advice. It is implicated that teacher education programs raise the awareness of pre-service teachers of the potential challenges awaiting them in the practicum experience and equip them with coping strategies.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80528757","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}

{"title":"Video Games: Their Influence on English as a Foreign Language Vocabulary Acquisition","authors":"Gonzalo Camacho Vásquez, Joan Camilo Ovalle","doi":"10.26817/16925777.707","DOIUrl":"https://doi.org/10.26817/16925777.707","url":null,"abstract":"In this particular project, a four-week video game-based activity is proposed, using videogames as main sources to improve participants' vocabulary. Moreover, the data gathered in the project is triangulated by using tests, teacher's journal, and students' journal during the four weeks. The project aims to demonstrate the bond between videogames and vocabulary acquisition as well as breaking the superstition that videogames cannot be helpful in EFL contexts. Besides, during the activity, students are asked to play two games, Scribblenauts and Age of Empires II. Consequently, the research tries to understand and analyze the process and roles students and teachers develop through the usage of videogames in an EFL classroom; reflecting upon experiences from the games.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73190927","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}

{"title":"Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach","authors":"Argemiro Arboleda-Arboleda, Angela Yicely Castro-Gárces","doi":"10.26817/16925777.706","DOIUrl":"https://doi.org/10.26817/16925777.706","url":null,"abstract":"The role of literature as a teaching and learning tool in English as a Foreign Language has long been acknowledged. Literary texts offer teachers opportunities to provide students with authentic materials to heighten their motivation by involving them in challenging Task-Based activities in which they interact with authors and learn about features of these authors’ society. The purpose of this research study was to   investigate the role of literature as a pedagogical tool in the EFL class and see how this can be advantageous in fostering learners’ language skills and intercultural awareness.  The sample population encompassed 26 sixth-semester students enrolled in a Reading course who are completing their BA in Foreign Languages at a public University in Colombia. A semi-structured questionnaire and a Reading Guide were designed to elicit information from students who were asked to read an unabridged English language fiction novel. The findings show that the participants’ motivation to complete the Task-Based Reading and Writing Project was high as well as their language skills. \u0000Keywords. EFL, ESL, Task-Based Approach, Literature, intercultural Communicative Competence","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86836021","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}