Colombian Applied Linguistics Journal <p>The Colombian Applied Linguistics Journal is a peer-review journal published in Bogotá, Colombia by Universidad Distrital Francisco José de Caldas for a global audience of professionals in education interested in research and teaching issues in the field of Applied Linguistics for the Teaching of English. It disseminates partial or final results of researches in the field of language teaching.</p> <div class="info-hover"><br> <p>ISSN print: 0123-4641</p> <p>e-ISSN:&nbsp;2248-7085</p> <p>Frequency: Twice a year</p> <p>Subject area: Applied Linguistics for the Teaching of English</p> <p>Faculty:&nbsp;<a href="" target="_blank" rel="noopener">College of Sciences and Education</a></p> <p><a href="" target="_blank" rel="noopener">E-mail</a>&nbsp;</p> </div> Universidad Distrital Francisco José de Caldas en-US Colombian Applied Linguistics Journal 0123-4641 <p><a href="" rel="license"><img style="border-width: 0;" src="" alt="Creative Commons License" align="Center" /></a></p><p>This work is licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p><p> </p><div id="deed-conditions"><ul class="license-properties" dir="ltr"><li class="license by"><p><strong>Attribution</strong> — <span>You must give <a id="appropriate_credit_popup" class="helpLink" href="">appropriate credit</a></span>, provide a link to the license, and <span><a id="indicate_changes_popup" class="helpLink" href="">indicate if changes were made</a></span>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.</p><div id="help_attribution_help_c" class="yui-panel-container"> </div></li><li class="license nc"><p><strong>NonCommercial</strong> — You may not use the material for <a id="commercial_purposes_popup" class="helpLink" href="">commercial purposes</a>.</p></li><li class="license nd"><p><strong>NoDerivatives</strong> — If you <a id="some_kinds_of_mods_popup" class="helpLink" href="">remix, transform, or build upon</a> the material, you may not distribute the modified material.</p></li></ul><strong>No additional restrictions</strong> — You may not apply legal terms or <a id="technological_measures_popup" class="helpLink" href="">technological measures</a> that legally restrict others from doing anything the license permits</div><div> </div><p><span>The journal allow the author(s) to hold the copyright without restrictions. Also, The Colombian Apllied Linguistics Journal will <span>allow the author(s) to retain publishing rights without restrictions.</span></span></p> Emotions Experienced by Secondary School Students in English Classes in Mexico. <p>The present study examined the frequency of emotions experienced by 845 (F=448, M=397) secondary school students, in the city of Veracruz, Mexico, who self-reported their experience of eight achievement emotions, included in Pekrun’s (2006) framework, while attending foreign language classes. The students answered the Short Version of the Academic Emotions Questionnaire for Filipinos (S-AEQ-F) (King, 2010), with the results revealing a higher frequency of hope, pride, and enjoyment, while hopelessness, anger, and boredom were reported with lower frequency levels. Although female and male students seem to experience the same emotions, a statistical difference was found for the experience of pride, anxiety, and shame by female learners. Results also indicate that female students self-reported being more proficient in English than their male counterparts. The results of the study and the implications for language learning are also presented.</p> Mariza Méndez López Copyright (c) 2022 Mariza Méndez López 2022-08-22 2022-08-22 24 2 219 233 10.14483/22487085.18401 Exploring autonomous language learning behaviors through video sharing and online discussions in higher education <p>This current study explores how video sharing and online discussions promote learning autonomy in English language classes in a public university for the duration of the quarantine established by the Colombian government during the coronavirus pandemic. This study was conducted with 127 engineering and administration undergraduates from a public university in the department of Boyacá. This was a qualitative case study which intended to identify the extent video sharing and online discussions increase learner’s autonomy behaviors in English language learning .The instruments for data collection were student journal, student artifact, including video recordings and online discussions, interviews, and questionnaires. An open coding analysis was utilized and the results revealed that the degree of autonomous behaviors gradually could be fostered by the implementation of video sharing. Results also indicated that students are receptive to online writing discussions and&nbsp; showed how motivation plays a vital role in learning English and the achievement of own learning goals.</p> Marian Olaya Willian Mora Copyright (c) 2022 Marian Olaya, Willian Mora 2022-08-17 2022-08-17 24 2 187 202 10.14483/22487085.17827 Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. <p>Having valuable information about newly enrolled university students in the form of entry profiles is key to address their academic needs as they advance through their educational trajectories. In Chile, this is acknowledged by the law 20.903, which mandates that all tertiary-level pedagogy programs implement a diagnostic assessment at the beginning of their programs. This, in order to even out students' academic level and establish supportive measures for those who obtain low results. Aiming to enrich the entry profile of a group of Chilean TEFL undergraduates, our study explores how factors such as English ability level, attendance to class and motivation influence their academic performance during their first semester of university studies. Through the analysis of quantitative sources of data, results suggest that class attendance and scores on an institutional English entry test give valuable information about students’ performance, but do not fully explain their academic success. Qualitative data from teacher interviews suggest that profiling students would also involve looking at factors such as motivation. Findings make us reflect on the need of detailed entry profiles and comprehensive diagnostic assessments that transcend the assessment of English skills and linguistic knowledge in order to assure better learning trajectories for university students.</p> María Ester López Camilo Ramos Gálvez Copyright (c) 2022 María Ester López 2022-08-17 2022-08-17 24 2 160 171 10.14483/22487085.17645 Los subtítulos integrados deícticos favorecen la comprensión oral en el aprendizaje de francés como lengua extranjera cuando se usan en material didáctico audiovisual <p>It has been demonstrated that subtitled multimedia content is a tool that facilitates foreign language learning. Traditionally, subtitling is presented in the lower portion of the screen, but recent research has shown the benefits of integrating subtitles within the visual image (as opposed to the bottom edge) since, by reducing the amount of eye movement, cognitive load and stress are in turn reduced, allowing for a better comprehension of the information. This research studies the potential impact of integrated (sub)titles mediated by the <em>Gestalt</em> laws of perception and a deictic visual effect on the oral comprehension of French as a foreign language. This study of confirmatory nature comprised two groups of French language students, to whom an oral comprehension test was applied with the purpose of comparing two stimuli: one video in French with integrated (sub)titles (stimulus 1) and the same video with integrated deictic (sub)titles (stimulus 2). The results indicate that integrated deictic (sub)titles improve oral comprehension in French language students, as they enable a better association of visual and auditory information.</p> monica forero Leidy J. Moreno Jonny F. Bernal José D. Torres Angie L. Martínez Copyright (c) 2022 monica forero, Leidy J. Moreno, Jonny F. Bernal, José D. Torres, Angie L. Martínez 2022-10-05 2022-10-05 24 2 270 287 10.14483/22487085.18070 Enhancing Oral Academic English as a Medium of Instruction (EMI) through self-regulated Listening to Authentic Educational Podcast <p>This study investigated the role of self-regulated listening practice to authentic lecture podcast in improving oral English for instructional purposes. It employed an experimental study design complemented by qualitative tools. The participants (56 teachers) were drawn from a population of upper secondary school subject area teachers. The data was generated through classroom observation scheme and in-depth interview. Independent sample t-test and thematic analysis were employed to analyze the quantitative data (from the observation) and qualitative data (from the interview) respectively. The results showed that a combined use of listening to authentic lecture podcast and self-regulated listening strategies play an important role in improving English language deficiency of teachers for instructional purposes across discourse functions of lesson introduction, definition, elaboration, hypothesizing and use of discourse markers. The discourse functions of questioning remain largely unaffected. The positive results have promising educational implications suggesting the possibility of using this package of intervention in pre-service and in-service teacher training programs to enhance EMI teachers’ oral English for instructional ends. &nbsp;</p> Abebe Yitbarek Wubalem Copyright (c) 2022 Abebe Yitbarek Wubalem 2022-08-17 2022-08-17 24 2 172 187 10.14483/22487085.17789 Saudi EFL University Students Readiness for Autonomous Language Learning <p>Autonomous language learning (ALL) is considered a step to prepar students for their future. It is one aspect of learner – centered approach. Therefore, investigating students’ readiness for AL could be of paramount importance. This study aimed at revealing Saudi English major students’ readiness for ALL. More precisely, the study sought to identify the students’ view on their own responsibility and their teachers toward learning English, their ability to behave autonomously, and their actual practice of AL outside the classroom. A questionnaire was adopted to collect data. The participants were 105 students majoring in English language, College of Science &amp; Humanities (CSH), Prince Sattam Bin Abdulaziz University (PSAU). Results of the study revealed a relation between the students’ own responsibility and their teachers for the process of learning English language. However, the students assigned more responsibility to their teachers. It was also found that the participants were not confident in their ability to behave autonomously when learning English. Finally, the results showed that the participants have not practiced, on their own, several activities given in the questionnaire outside the classroom. Generally, the participants were not ready for ALL. The study recommended that students’ awareness to the advantages of ALL should be raised.</p> Abuelgasim Mohammed Copyright (c) 2022 Abuelgasim Mohammed 2022-08-17 2022-08-17 24 2 150 159 10.14483/22487085.16640 Language Policy, Bilingualism, and the Role of the English Teacher: A Scientific Literature Review from the Global Dimension to the Colombian Context <p>A language policy is a means by which the structure, function, use or acquisition of a language can be impacted. In addition, it is composed of a set of implicit and explicit elements, such as the practices of the language, linguistic beliefs and ideologies, and official documents or regulations. Given that, this is a topic of growing interest to the academic and scientific community, this article seeks to review the literature on language policy in two steps. First, a search in the Scopus database, to identify trends and theoretical perspectives, through the use of bibliometric tools. Then, a choice of articles and doctoral theses, to be analyzed and identify the theoretical and methodological approach of the studies in the international, Latin American and Colombian context, in relation to the search fild. The findings suggest four theoretical perspectives on language policy: structural, linguistic imperialism, sociocultural and multilayer. Furthermore, qualitative research is currently being developed with different methodological approaches, such as textual analysis, critical discourse analysis, interpretive approach and action research. In Colombia there is a clear trend towards studies based on the theoretical perspectives of linguistic imperialism and sociocultural approach, with methodological approaches based on critical discourse analysis and interpretive analysis.</p> Reinelio Morales Llano Copyright (c) 2022 Reinelio Morales Llano 2022-08-22 2022-08-22 24 2 203 218 10.14483/22487085.18130 The Interplay between Applied Linguistics and English Language Teaching Álvaro H . Quintero-Polo S. Ximena Bonilla-Medina Copyright (c) 2022 Álvaro H . Quintero-Polo, S. Ximena Bonilla-Medina 2022-10-12 2022-10-12 24 2 10.14483/22487085.20019 Increasing Vocabulary Acquisition and Retention in EFL Young Learners through the Use of Multimodal Texts (Memes) <p>This research assessed the use of multimodal texts for vocabulary acquisition and retention of 18 EFL young learners from 6<sup>th</sup> grade aged between 11 and 12 years and enrolled in a primary school in Chile. The multimodal texts (memes) were designed by the researchers and selected to meet different criteria in terms of vocabulary. To gather information, three vocabulary tests were administered: before, right after, and two weeks after the end of the intervention. The data from the tests were analyzed with descriptive statistics, while the focus groups were interpreted with the content analysis technique. The results reveal an increase in the acquisition and retention of the selected vocabulary. Furthermore, the focus group conducted with the students shows that young learners value the acquisition of English as a foreign language, especially through the use of vocabulary. Finally, the use of multimodal texts in the classroom is perceived by students as an innovative and fun way to learn.</p> Pablo Aedo Claudia Millafilo Copyright (c) 2022 Pablo Aedo, Claudia Millafilo 2022-09-19 2022-09-19 24 2 251 269 10.14483/22487085.18312