How-A Colombian Journal for Teachers of English最新文献_第4页

Pre-Service Teachers’ Narratives: Why Did I Decide to Become an English Language Teacher? 职前教师的叙述:我为什么决定成为一名英语教师?

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How-A Colombian Journal for Teachers of English Pub Date : 2022-11-01 DOI: 10.19183/how.29.2.718

Nallely Garza-Rodríguez

引用次数: 0

Exploring the Contribution of Self-Assessment Checklists to Improve Oral Presentations 探索自我评估清单对改进口头陈述的贡献

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How-A Colombian Journal for Teachers of English Pub Date : 2022-11-01 DOI: 10.19183/how.29.2.702

Guillermo Cañete, Maria-Jesus Inostroza A.

{"title":"Exploring the Contribution of Self-Assessment Checklists to Improve Oral Presentations","authors":"Guillermo Cañete, Maria-Jesus Inostroza A.","doi":"10.19183/how.29.2.702","DOIUrl":"https://doi.org/10.19183/how.29.2.702","url":null,"abstract":"This action research aims at exploring the contribution of self-assessment checklists on improving oral presentations of two participants that were taking an initial-level English as a second language course at a technician professional institute in Talcahuano, Chile. The intervention was carried out in four weekly sessions in which the participants were trained on the different criteria to assess their oral presentations. The participants self-assessed their work with a checklist and performed a second presentation based on their first self-assessment. Analytic rubrics were also used as an external assessment to compare results from the checklists. At the end of the intervention, a semi-structured interview was conducted to obtain the participants’ perceptions about the process. Findings reveal that by developing autonomy, language awareness, and self-reflective skills, the use of the self-assessment checklist supported the participants not only to improve their oral presentation in overall aspects, mainly in fluency and pronunciation aspects, but also to make positive changes in their confidence and expectations about their performance.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45832337","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

An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching 第二语言教学中教师主导学习方法综述

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How-A Colombian Journal for Teachers of English Pub Date : 2022-02-06 DOI: 10.19183/how.29.1.631

Diego Fernando Macías, Wilson Hernández-Varona

引用次数: 1

Effect of Backward Summary Technique on Reading Comprehension Enhancement among Non-English Majors 后向总结技术对提高非英语专业学生阅读理解能力的影响

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How-A Colombian Journal for Teachers of English Pub Date : 2022-02-06 DOI: 10.19183/how.29.1.614

Saman Bahrami, R. Rahimy

引用次数: 1

Social Entrepreneurship Projects in the English Class: A Pandemic Multimodal Experience 英语课堂上的社会创业项目:流行的多模式体验

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How-A Colombian Journal for Teachers of English Pub Date : 2022-02-06 DOI: 10.19183/how.29.1.623

J. Quintero González, Amparo Clavijo-Olarte

引用次数: 0

Editorial 编辑

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How-A Colombian Journal for Teachers of English Pub Date : 2022-02-06 DOI: 10.19183/how.29.1.711

Edgar Lucero-Babativa

引用次数: 0

Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning 发炎的外语学习:一项探讨影响外语学习因素的质性研究

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How-A Colombian Journal for Teachers of English Pub Date : 2022-02-06 DOI: 10.19183/how.29.1.601

Hossein Hashemnezhad

{"title":"Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning","authors":"Hossein Hashemnezhad","doi":"10.19183/how.29.1.601","DOIUrl":"https://doi.org/10.19183/how.29.1.601","url":null,"abstract":"The purpose of the present study is to conduct a qualitative content analysis to explore factors affecting EFL learning in Iran. To achieve this aim, the researcher carried out face-to-face unstructured interviews with 10 EFL teachers and 12 university students. The researcher used MAX QDA 10 (Qualitative Data Analysis) software to analyze the data. In order to organize the data, open coding, creating categories, and abstraction processes were used. Using the conventional content analysis method, 950 primary codes were collected based on the participants’ own statements in the original codes. The researcher immersed himself in the data, listened to the interviews, reviewed transcribed notes several times, excluded overlapping codes and, finally, obtained 640 open codes out of 950 primary codes which were classified into 42 subcategories. This reduction process in all categories and subcategories continued until the researcher reached four main categories and finally one abstracted main theme. The four main categories were factors associated with ‘language planning and policy’, ‘teacher characteristics’, ‘environmental/social elements’, and ‘learners’ individual characteristics.’ It was concluded that the absence of the four mentioned factors leads to ‘inflamed EFL learning’. Finally, implications are drawn for language planners and policymakers (LPP) and EFL teachers.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43382826","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

A Task-based Teacher Development Program in a Rural Public School in Colombia 哥伦比亚农村公立学校基于任务的教师发展计划

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How-A Colombian Journal for Teachers of English Pub Date : 2022-02-06 DOI: 10.19183/how.29.1.640

Claudia Camila Coronado-Rodríguez, Luisa Fernanda Aguilar-Peña, María Fernanda Jaime-Osorio

引用次数: 0

Learning Needs of English and French Students from a Modern Languages Program at a Colombian University 哥伦比亚大学现代语言课程中英法学生的学习需求

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How-A Colombian Journal for Teachers of English Pub Date : 2022-02-06 DOI: 10.19183/how.29.1.595

Carmelina Encarnación Mosquera

{"title":"Learning Needs of English and French Students from a Modern Languages Program at a Colombian University","authors":"Carmelina Encarnación Mosquera","doi":"10.19183/how.29.1.595","DOIUrl":"https://doi.org/10.19183/how.29.1.595","url":null,"abstract":"This research study aims to analyze the learning needs of modern languages students at Universidad del Cauca and their implications on the bachelor’s program. These needs were analyzed by exploring students’ learning strategies and expectations, standards of competences, and other factors that might be affecting the learning of English and French. Data were gathered through questionnaires and a documentary review, framed by a mixed approach. The population was composed of 108 students, enrolled at the time the research started, who volunteered to take part in the study. The results show that students’ needs are mainly related to developing autonomy and a sense of ownership as to learning, identifying, and using learning strategies, being trained in learning strategies use, being exposed to innovative methodologies, and being exposed to more language practice. Consequently, the modern languages program is expected to take important actions to meet students’ needs in which all parties involved are committed. Finally, since needs analysis is meant to be the starting point in all teaching and learning processes, the methodology developed in this research could be useful for further studies on the same topic.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47964978","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

Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative Repertoires 拓展英语学习者的交际技能，促进对话行为

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How-A Colombian Journal for Teachers of English Pub Date : 2022-02-06 DOI: 10.19183/how.29.1.647

J. S. Gómez-Giraldo

{"title":"Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative Repertoires","authors":"J. S. Gómez-Giraldo","doi":"10.19183/how.29.1.647","DOIUrl":"https://doi.org/10.19183/how.29.1.647","url":null,"abstract":"This action research study sought to foster dialogic action through the expansion of English language learners’ communicative repertoires in a 6th-grade class at a public school in a Colombian town. During the first action research cycle, the restricted concept of communication of the grammar-based syllabus and the competitive and violent interactions between the learners were identified as key issues to address. From a critical perspective of pedagogy and literacy, this study understands that communication in language education should transcend the use of a standard target language, and include multiple linguistic codes and multimodal representative forms. Considering these principles and the issues identified, we designed an action plan for the second action research cycle. This plan consisted of activities that sought to expand English language learners’ communicative repertoires and promote reflections on violence and conflict resolution through the analysis and creation of different visual representations. Data were collected through journal entries, semi-structured interviews, and students’ artifacts. Findings show how the learners have a diverse and differentiated access to communicative repertoires and how they manipulated available representations to transform meanings. As a conclusion, not enough evidence of the emergence of dialogic action was found since competitiveness and violent interactions in the classroom did not significantly change during the intervention. Nonetheless, embracing the learners’ communicative practices created spaces for reflection on complex social and moral topics in the classroom, even if their English linguistic resources were still limited.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46265719","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