Colombian Applied Linguistics Journal https://revistas.udistrital.edu.co/index.php/calj <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="https://www.udistrital.edu.co/dependencia/info/346" target="_blank" rel="noopener">College of Sciences and Education</a></p> <p><a href="mailto:caljournal.ud@correo.udistrital.edu.co" target="_blank" rel="noopener">E-mail</a>&nbsp;</p> </div> en-US <p><a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" alt="Creative Commons License" align="Center" /></a></p><p>This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" 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="http://creativecommons.org/licenses/by-nc-nd/4.0/">appropriate credit</a></span>, provide a link to the license, and <span><a id="indicate_changes_popup" class="helpLink" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">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="http://creativecommons.org/licenses/by-nc-nd/4.0/">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="http://creativecommons.org/licenses/by-nc-nd/4.0/">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="http://creativecommons.org/licenses/by-nc-nd/4.0/">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> caljournal.ud@correo.udistrital.edu.co (Clara Valderrama) caljournal.ud@correo.udistrital.edu.co (Support) Wed, 13 Oct 2021 00:00:00 -0500 OJS 3.2.1.4 http://blogs.law.harvard.edu/tech/rss 60 Narratives about Being and Becoming English Language Teachers in an ELT Education Program https://revistas.udistrital.edu.co/index.php/calj/article/view/17940 <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 http://creativecommons.org/licenses/by-nc-nd/4.0 https://revistas.udistrital.edu.co/index.php/calj/article/view/17940 Wed, 13 Oct 2021 00:00:00 -0500 The Relationship between Emotional Intelligence, Foreign Language Anxiety, and Demotivational Factors in an English Preparatory Language Program https://revistas.udistrital.edu.co/index.php/calj/article/view/17859 <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 http://creativecommons.org/licenses/by-nc-nd/4.0 https://revistas.udistrital.edu.co/index.php/calj/article/view/17859 Thu, 09 Dec 2021 00:00:00 -0500 Perceptions on Adverbial Mobility in TESOL https://revistas.udistrital.edu.co/index.php/calj/article/view/16922 <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 http://creativecommons.org/licenses/by-nc-nd/4.0 https://revistas.udistrital.edu.co/index.php/calj/article/view/16922 Sun, 12 Dec 2021 00:00:00 -0500 Digital reading in the blended-learning modality. An educational perspective https://revistas.udistrital.edu.co/index.php/calj/article/view/17681 <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 http://creativecommons.org/licenses/by-nc-nd/4.0 https://revistas.udistrital.edu.co/index.php/calj/article/view/17681 Fri, 24 Dec 2021 00:00:00 -0500