{"title":"Editorial","authors":"Edgar Lucero-Babativa","doi":"10.19183/10.19183/how.30.2.800","DOIUrl":"https://doi.org/10.19183/10.19183/how.30.2.800","url":null,"abstract":"Editorial","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45127887","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":"From the President of ASOCOPI","authors":"Claudia María Uribe Hoyos","doi":"10.19183/how.30.2.801","DOIUrl":"https://doi.org/10.19183/how.30.2.801","url":null,"abstract":"","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42671538","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}
Marta Isabel Barrientos-Moncada, Natalia Andrea Carvajal-Castaño, Hernán Santiago Aristizabal-Cardona
{"title":"EFL Teacher Professional Development Needs: Voices from the Periphery","authors":"Marta Isabel Barrientos-Moncada, Natalia Andrea Carvajal-Castaño, Hernán Santiago Aristizabal-Cardona","doi":"10.19183/how.30.2.761","DOIUrl":"https://doi.org/10.19183/how.30.2.761","url":null,"abstract":"EFL teachers’ professional development in Colombia has been characterized by top-down policies that neglect the regions in terms of contextualized professional development programs and resources. This article is an effort to make EFL teachers’ needs in the Eastern region of Antioquia, Colombia, visible for academic institutions and local authorities to propose coherent professional development programs. This report is based on a section of the findings of a larger study called “Diagnosis of the needs about plurilingualism in the regions of Antioquia”. Findings show that EFL teachers in the Eastern region claim for ongoing and contextualized professional development programs, differentiated for primary and secondary-school teachers, and focused on instructional material design and adaptation according to the resources available in the local communities. Conclusions from this study outline implications for educational institutions to support teachers in pursuing their professional development within their contexts, methodological limitations for researchers, and possibilities for further research for stakeholders in the territory.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266763","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}
Frank Giraldo, Daniela Escalante-Villa, Daniela Isaza-Palacio
{"title":"English Teachers' Perceptions of a Language Assessment Literacy Course","authors":"Frank Giraldo, Daniela Escalante-Villa, Daniela Isaza-Palacio","doi":"10.19183/how.30.2.750","DOIUrl":"https://doi.org/10.19183/how.30.2.750","url":null,"abstract":"Language assessment literacy has gained recent attention in the field of language testing, particularly on teachers’ profile. However, the literature on LAL is limited regarding teachers’ perceptions of language assessment courses. In this paper, we used a case study method to characterize the perceptions of eighteen English language teachers into three components of an online assessment course: contents, activities, and impact on their professional development. For data collection, we used a questionnaire and a focus group interview. Findings indicate that the teachers perceived course contents as organized, relevant, and useful; they also considered test analysis and collaborative tasks as valuable. Regarding professional development, the teachers explained that test-analysis tasks made them aware of their mistakes in assessment. Finally, the teachers suggested that the course raised their awareness of what language assessment is and does. Based on these results, we provide recommendations for LAL courses elsewhere.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":"320 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135319688","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":"Portraying Students’ Emotions in English Conversation Clubs at a Colombian University","authors":"Anthony Ceron, Norbella Miranda","doi":"10.19183/10.19183/how.30.2.722","DOIUrl":"https://doi.org/10.19183/10.19183/how.30.2.722","url":null,"abstract":"Emotions are ubiquitous and permeate all aspects of human life, including language learning. However, little attention has been paid to emotions in the ELT curriculum, let alone in the design and implementation of conversations clubs. In this article, we share the qualitative results of a mixed-method study on students’ emotions while participating in a conversation club at a public university in Colombia. Findings show an ample range of students’ emotions, factors commonly associated with these emotions such as academic load and personal life, and the connections of emotions with students’ language learning processes. This study identifies how emotions can facilitate or interfere with language learning, highlights the importance of emotions in the development of oral skills in the context of conversation clubs, and contributes to the understanding of the language learner from a holistic perspective in the field of Applied Linguistics.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254872","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":"Editorial","authors":"Edgar Lucero-Babativa","doi":"10.19183/how.30.1.779","DOIUrl":"https://doi.org/10.19183/how.30.1.779","url":null,"abstract":"Editorial","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45238495","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}
Héctor Rubén Luna-Martínez, Rebeca E. Tapia-Carlín
{"title":"The Impact of the iPad on Mexican English Language Teachers’ Cognition\u0000Article Sidebar","authors":"Héctor Rubén Luna-Martínez, Rebeca E. Tapia-Carlín","doi":"10.19183/how.30.1.727","DOIUrl":"https://doi.org/10.19183/how.30.1.727","url":null,"abstract":"This article reports the results of a study that was part of a master’s thesis. The research focused on a private primary school in Pachuca, Hidalgo, Mexico. It aimed to explore English language teachers’ cognition, specifically into the teaching practice and emotional responses reported when implementing the use of the iPad in their lessons. Four female English language teachers were selected to be part of the project. A grounded theory method was selected to carry out the study, and two instruments were chosen to collect and triangulate the data obtained. Those instruments were guided teachers’ narratives and individual interviews. Results show that teachers’ practices and emotional responses evolve during the process of the iPad implementation by following four main stages: initial reactions, sense of realization, change, and adaptation. Furthermore, similar emotional reactions and teaching practices were found in the four participants.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42233287","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}