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> en-US <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> (Nicolás Cuevas-Alvear) (Support) Tue, 10 May 2022 18:25:48 -0500 OJS 60 From assistance to social intervention: volunteering in the construction of agencies <pre id="tw-target-text" class="tw-data-text tw-text-large XcVN5d tw-ta" dir="ltr" data-placeholder="Traducción">This study aimed to examine the agency construction process with students who participated in an educational volunteering program proposed at a bilingual Spanish and Portuguese school in the city of São Paulo. The results of the project are presented, which was carried based on two inquiries: What types of agencies are built in the course of educational volunteering? How are these agencies constructed? The corpus of analysis consisted of video and audio recordings, as well as written documents on the tasks carried out by the group. The data were analyzed according to enunciative, discursive, and multimodal categories, and this allowed analyzing the manifestations of contradictions, as well as the decision-making by the participants. The document analysis indicated that the meetings intensified the relationships among the members, and the achieved objectives allowed expanding the repertoire in the construction of criticalcollaborative activist, relational, non-encapsulated, and transformative agencies. In this way, it was possible to analyze the construction of new ways to act, which made it possible to (re)signify the life of society in school as well as that of school in society. This study also produced important reflections on protagonism and agency.</pre> <p> </p> Marisol Patricia Saucedo Revollo Lage, Fernanda Coelho Liberali Copyright (c) 2022 Marisol Patricia Saucedo Revollo Lage, Fernanda Coelho Liberali Thu, 16 Jun 2022 00:00:00 -0500 The Relationship between Emotional Intelligence, Foreign Language Anxiety, and Demotivational Factors in an English Preparatory Language Program <p>This study aims to investigate the relationship between emotional intelligence (EI), foreign language anxiety (FLA), and demotivational factors (DF) at a foundation university in Istanbul, Turkey. 148 B1 (intermediate level) students enrolled in the English preparatory school participated in this study. Data were collected from the Turkish-adapted version of the Emotional Intelligence Quotient Inventory (EQ-i), the translated version of the Foreign Language Classroom Anxiety Scale (FLCAS), and the Turkish preparatory school university student demotivational factors towards learning English scale. The findings revealed that the participants were moderately anxious and demotivated in foreign language learning. Moreover, a positive significant correlation was found among EI, FLA, and DF. This study provides pedagogical implications and suggestions for addressing EI, FLA, and DF in English language preparatory programs.</p> Enisa Mede, Tugce Budak Copyright (c) 2021 Enisa Mede, Tugce Budak Thu, 09 Dec 2021 00:00:00 -0500 Perceptions on Adverbial Mobility in TESOL <p>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.</p> Joseph Onyema Ahaotu Copyright (c) 2021 Joseph Onyema Ahaotu Sun, 12 Dec 2021 00:00:00 -0500 Narratives about Being and Becoming English Language Teachers in an ELT Education Program <p>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.</p> Jairo Enrique Castañeda Trujillo, Eliana Maritza Alarcón Camacho, María Fernanda Jaime Osorio Copyright (c) 2021 Jairo Enrique Castañeda Trujillo, Eliana Maritza Alarcón Camacho, María Fernanda Jaime Osorio Tue, 10 May 2022 00:00:00 -0500 Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective <p>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. </p> Salomi Papadima-Sophocleous Copyright (c) 2021 Salomi Papadima-Sophocleous Fri, 22 Apr 2022 00:00:00 -0500 The Influence of Self-Assessment on the English Language Learning Process <p>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.</p> Leonardo Herrera, Carlos Hernán Cuesta Melo, María Alejandra Lucero Zambrano Copyright (c) 2021 Leonardo Herrera, Carlos Hernán Cuesta Melo, María Alejandra Lucero Zambrano Fri, 22 Apr 2022 00:00:00 -0500 English Teachers Gendered Identities Constructions in their Doings, Sayings and Relatings <p>This is a research report of a feminist poststructuralist discourse analysis study carried out in a private University in Tunja, Boyacá, Colombia. This study intended to explore the relation among two EFL university teachers’ pedagogical practices and their gendered identities constructions. Pedagogical practices were framed in the practice architectures: doings, sayings and relatings proposed by Kemmis &amp; Mutton (2012)</p> <p>It was unveiled that doings, sayings and relatings were sites for and outcomes of teachers´ gendered identities construction. Additionally, teachers´ gendered sayings, doings and relatings were interweaved, juxtaposed, complemented, and contrasted sites where teachers performed different masculinities and femininities based on their capacities to adapt, resist, contest and oppose to heteronormative and patriarchal discourses such as gender roles and normative masculine and feminine features. Those gendered constructions were identified to have possible consequences upon students´ English language leaning and gendered identities construction.</p> <p>&nbsp;</p> Angela Milena Rodriguez Copyright (c) 2021 Angela Milena Rodriguez Fri, 22 Apr 2022 00:00:00 -0500 Controversial Issues and their Impact on the Construction and Reshaping of EFL Learners' Habitus <p>The following study aims to explore Bourdieu’s notion of<em> habitus</em> and its shaping and re-shaping through exposure of authentic oral input. The study used podcasts as an EFL teaching strategy where learners were expected to confront their dispositions. For the purpose of this study, the mental illness issue was employed as a controversial topic. The research used a grounded theory approach and multi-case study design where three unstructured interviews were implemented in each case along the teaching process. Content analysis was applied and research generated categories emerged from the coding process.<span class="Apple-converted-space">&nbsp; </span>The results reveal that the EFL learning process has the potential to become a subversive form of defying culturally dominant dispositions and to enhance the learners’ probabilities of re-shaping habitus as well as learning a foreign language. According to the findings of this study, the inclusion of authentic controversial podcasts as listening comprehension tasks, which challenge EFL students’ habitus, can become a successful strategy to modify their cultural dispositions along with learning English as a foreign language.<span class="Apple-converted-space">&nbsp;</span></p> Juan Eduardo Ortiz López, Tracey Keitt Copyright (c) 2021 Juan Eduardo Ortiz López, Tracey Keitt Fri, 22 Apr 2022 00:00:00 -0500 English Language Teaching in Times of Change and the Relevance of Maintaining a Clear View on Critical Perspectives <p>Editorial</p> Ximena Bonilla Medina, Alvaro Hernan Quintero Polo Copyright (c) 2022 Tue, 10 May 2022 00:00:00 -0500 Digital reading in the blended-learning modality. An educational perspective <p>Reading, as a cultural and cognitive activity, is present in the academic processes of children and young people of all educational levels, and particularly, in the blended-learning (b-l) modality. The ability required for reading in print or digital requires a process of training and theoretical-practical schoolwork, guided by teachers; since the ways of reading and approaching texts effectively are not inherent to the human being, it is necessary to learn them. Applying the Systematic Literature Review (RSL) method in a documentary corpus of 43 investigations carried out between 2012 and 2018, this review article presents some trends and characteristics about reading and its digital use in b-learning environments. Among the results, the incidence of Information and Communication Technologies (ICT) in the ways in which schoolchildren read and access information, as well as its mediating role in learning and the interaction of the reader with the text, stand out. However, the development of reading skills is not achieved as a direct consequence of the inclusion of technological resources in the b-l environment, whereby it is required to extend the research spectrum, in this regard, specifically in primary education.</p> Sandra Patricia Quitián Bernal, Juan González Martínez Copyright (c) 2021 Sandra Patricia Quitián Bernal, Juan González Martínez Fri, 24 Dec 2021 00:00:00 -0500