The Covid-19 pandemic changed the way education was being taught. Due to school closures to prevent the spread of the disease, the education system resorted to distance learning as a way to grant students' learning process. This research article reports a mixed-method study on technological resources and their impact on motivation during online lessons. The study seeks to explore the students' perceptions regarding the implementation of some game-based learning platforms (Kahoot, Quizizz, and Quizalize) during their EFL virtual classes and to determine the impact of these platforms on students' motivation toward language learning. A convergent parallel design was implemented to gather quantitative and qualitative data from the twenty-seven participants of the study simultaneously. A four-point Likert scale questionnaire and a focus group were the instruments employed to collect this statistical and descriptive information. The results show that the students perceived Kahoot, Quizizz, and Quizalize as useful, entertaining, fun, and engaging tools. As a conclusion, the enjoyment factor of these tools increases learner motivation and level of attainment.
{"title":"Kahoot, Quizizz, and Quizalize in the English Class and their Impact on Motivation","authors":"José Antonio España-Delgado","doi":"10.19183/how.30.1.641","DOIUrl":"https://doi.org/10.19183/how.30.1.641","url":null,"abstract":"The Covid-19 pandemic changed the way education was being taught. Due to school closures to prevent the spread of the disease, the education system resorted to distance learning as a way to grant students' learning process. This research article reports a mixed-method study on technological resources and their impact on motivation during online lessons. The study seeks to explore the students' perceptions regarding the implementation of some game-based learning platforms (Kahoot, Quizizz, and Quizalize) during their EFL virtual classes and to determine the impact of these platforms on students' motivation toward language learning. A convergent parallel design was implemented to gather quantitative and qualitative data from the twenty-seven participants of the study simultaneously. A four-point Likert scale questionnaire and a focus group were the instruments employed to collect this statistical and descriptive information. The results show that the students perceived Kahoot, Quizizz, and Quizalize as useful, entertaining, fun, and engaging tools. As a conclusion, the enjoyment factor of these tools increases learner motivation and level of attainment.","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":"46548510","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}
This article reports on a research conducted at a private university in Colombia, as part of an English language course in which the topics of study addressed the culture and history of Colombia and Boyacá through art. Narratives from three female students were analyzed, from a decolonial perspective, to observe their processes of reconstruction as sociohistorical subjects taking into account their experiences in the contexts where they study, live in, and come from. The data for this research was gathered inside and outside the classroom through learners’ diaries and dialogical interviews held with the researcher. Narratives served the purpose of making visible elements of those processes and allowed to explore three of them: (1) The construction of particular relationships in and with the world; (2) a perception of unity of past, present, and future; and (3) a sense of their personal and spiritual growth in time. Nevertheless, the narrative of each participant had unique features and values. The results showed that each female had specific anecdotes constructing their experiences, relationships, and plans in their world. One conclusion of the study refers to how the relevance of family, context, childhood memories, and life expectations offer meaningful and memorable topics of discussion within English language lessons for undergraduate learners.
{"title":"Stories to Wake Up: Women Narratives Reconstructing Themselves as Sociohistorical Subjects","authors":"Jose Adriano Barbosa-Corredor","doi":"10.19183/how.30.1.644","DOIUrl":"https://doi.org/10.19183/how.30.1.644","url":null,"abstract":"This article reports on a research conducted at a private university in Colombia, as part of an English language course in which the topics of study addressed the culture and history of Colombia and Boyacá through art. Narratives from three female students were analyzed, from a decolonial perspective, to observe their processes of reconstruction as sociohistorical subjects taking into account their experiences in the contexts where they study, live in, and come from. The data for this research was gathered inside and outside the classroom through learners’ diaries and dialogical interviews held with the researcher. Narratives served the purpose of making visible elements of those processes and allowed to explore three of them: (1) The construction of particular relationships in and with the world; (2) a perception of unity of past, present, and future; and (3) a sense of their personal and spiritual growth in time. Nevertheless, the narrative of each participant had unique features and values. The results showed that each female had specific anecdotes constructing their experiences, relationships, and plans in their world. One conclusion of the study refers to how the relevance of family, context, childhood memories, and life expectations offer meaningful and memorable topics of discussion within English language lessons for undergraduate learners.","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":"44194081","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}
This paper showcases a literature review in 13 Colombian refereed journals, covering the last decade, from 2011 to 2021. Data were collected from the virtual platforms where each journal hosts published issues. A thematic analysis was conducted with the sample of papers. The purpose of the review was twofold. On the one hand, it aimed at establishing the main research concerns of Colombian scholars regarding the place of culture in the context of Foreign Language Teacher Education programs. On the other hand, the review aimed at exploring the implications for curriculum design in Colombia that can be drawn from culture-related literature produced by scholars in the last decade. Results suggest that the treatment of culture-related issues in Foreign Language Teacher Education programs has gained currency, although scholarship in the last decade has mainly focused on a diagnostic stage.
{"title":"Culture-Related Issues in Teacher Education Programs: The Last Decade in Colombia","authors":"Alexánder Ramírez-Espinosa","doi":"10.19183/how.30.1.730","DOIUrl":"https://doi.org/10.19183/how.30.1.730","url":null,"abstract":"This paper showcases a literature review in 13 Colombian refereed journals, covering the last decade, from 2011 to 2021. Data were collected from the virtual platforms where each journal hosts published issues. A thematic analysis was conducted with the sample of papers. The purpose of the review was twofold. On the one hand, it aimed at establishing the main research concerns of Colombian scholars regarding the place of culture in the context of Foreign Language Teacher Education programs. On the other hand, the review aimed at exploring the implications for curriculum design in Colombia that can be drawn from culture-related literature produced by scholars in the last decade. Results suggest that the treatment of culture-related issues in Foreign Language Teacher Education programs has gained currency, although scholarship in the last decade has mainly focused on a diagnostic stage.","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":"44559052","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}
María Fernanda Jaime-Osorio, María Alejandra Campos-Perdomo, Gilber Ignacio Rodríguez-Artunduaga
Remote learning replaced for almost a year the traditional face-to-face education to maintain and ensure the continuity of the teaching-learning process during the Covid-19 pandemic. This article reports the results of an exploratory and descriptive-transversal study that exposes primary and secondary school students’ perceptions about their experience with remote learning during 2020. Though the research study was also aimed at finding out potential teaching and learning issues inherent to remote education, we only focus on reporting the main findings on the determining factors that hindered or enhanced students' learning during their remote education experience. Data were collected through two different surveys addressed to 101 secondary and primary school students from Neiva and Pitalito, the two most populated towns in the state of Huila, Colombia. The findings showed that the students’ learning was both positively and negatively influenced by several factors affecting interaction inside and outside of the classroom setting.
{"title":"Remote Learning in Times of COVID-19 in Colombia","authors":"María Fernanda Jaime-Osorio, María Alejandra Campos-Perdomo, Gilber Ignacio Rodríguez-Artunduaga","doi":"10.19183/how.30.1.693","DOIUrl":"https://doi.org/10.19183/how.30.1.693","url":null,"abstract":"Remote learning replaced for almost a year the traditional face-to-face education to maintain and ensure the continuity of the teaching-learning process during the Covid-19 pandemic. This article reports the results of an exploratory and descriptive-transversal study that exposes primary and secondary school students’ perceptions about their experience with remote learning during 2020. Though the research study was also aimed at finding out potential teaching and learning issues inherent to remote education, we only focus on reporting the main findings on the determining factors that hindered or enhanced students' learning during their remote education experience. Data were collected through two different surveys addressed to 101 secondary and primary school students from Neiva and Pitalito, the two most populated towns in the state of Huila, Colombia. The findings showed that the students’ learning was both positively and negatively influenced by several factors affecting interaction inside and outside of the classroom setting.","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":"45687785","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}
This article presents the perspectives of a Chilean group of young learners of English as a foreign language with respect to the types of corrective oral feedback when making a spoken mistake and the reasons for their preferences. By means of a qualitative exploratory study, the views of 20 students were collected through a specially adapted scale and a focus group. The data from the scales were analyzed with descriptive statistics while the focus groups were interpreted with the content analysis technique. The results suggest that students appreciate teacher’s correction and feedback when done carefully and clearly and considering students’ affective domains such as beliefs and motivation. They also show a tendency towards the strategies of recast and repetition. On the other hand, they prefer less the use of metalinguistic feedback and elicitation strategies. In addition, this experience suggests that children are capable of reflecting on their learning processes, so it is urged that children be given an active participatory role in the development of methodologies and strategies to capture the voices of the real potential beneficiaries of these.
{"title":"What Type of Oral Corrective Feedback do Chilean EFL Young Learners Prefer?","authors":"Pablo Aedo, Claudia Millafilo","doi":"10.19183/how.29.2.643","DOIUrl":"https://doi.org/10.19183/how.29.2.643","url":null,"abstract":"This article presents the perspectives of a Chilean group of young learners of English as a foreign language with respect to the types of corrective oral feedback when making a spoken mistake and the reasons for their preferences. By means of a qualitative exploratory study, the views of 20 students were collected through a specially adapted scale and a focus group. The data from the scales were analyzed with descriptive statistics while the focus groups were interpreted with the content analysis technique. The results suggest that students appreciate teacher’s correction and feedback when done carefully and clearly and considering students’ affective domains such as beliefs and motivation. They also show a tendency towards the strategies of recast and repetition. On the other hand, they prefer less the use of metalinguistic feedback and elicitation strategies. In addition, this experience suggests that children are capable of reflecting on their learning processes, so it is urged that children be given an active participatory role in the development of methodologies and strategies to capture the voices of the real potential beneficiaries of these.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41569043","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}
Tatiana Becerra-Posada, Paula García-Montes, Anamaría Sagre-Barbosa, María Isabel Carcamo-Espitia, Jose David Herazo-Rivera
Project-based learning is a student-centered methodological approach that involves communication, cooperation, and autonomy. Even though project-based learning has been largely explored in foreign language teaching, little is known about its implementation in second-language beginner levels. This action research study describes the use of project-based learning by a pre-service teacher in a group of EFL eighth-graders at a secondary state school in Cordoba, Colombia. Data sources include video classroom observations, students’ focus interviews and students’ diaries. Findings reveal the affordances that project-based learning have in the development of the students’ communicative competence, highlighting the strategies that they use to communicate and the way they construct confidence when planning and reporting their projects.
{"title":"Project-based Learning: The Promotion of Communicative Competence and Self-confidence at a State High School in Colombia","authors":"Tatiana Becerra-Posada, Paula García-Montes, Anamaría Sagre-Barbosa, María Isabel Carcamo-Espitia, Jose David Herazo-Rivera","doi":"10.19183/how.29.2.560","DOIUrl":"https://doi.org/10.19183/how.29.2.560","url":null,"abstract":"Project-based learning is a student-centered methodological approach that involves communication, cooperation, and autonomy. Even though project-based learning has been largely explored in foreign language teaching, little is known about its implementation in second-language beginner levels. This action research study describes the use of project-based learning by a pre-service teacher in a group of EFL eighth-graders at a secondary state school in Cordoba, Colombia. Data sources include video classroom observations, students’ focus interviews and students’ diaries. Findings reveal the affordances that project-based learning have in the development of the students’ communicative competence, highlighting the strategies that they use to communicate and the way they construct confidence when planning and reporting their projects.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41954186","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}
Within the field of TESOL, language teacher identity (LTI) has been the focus of a myriad of studies in the previous two decades. Researchers need to trace back in order to move forward, it is an essential step towards a comprehensive understanding of what has been done in LTI research. This review article provides an overall literature review on conceptual approaches of how identity is defined and perceived in the context of recent history. It is then followed by an analysis of dominant trends on recent studies of Language Teacher Identity to profile what, why, when, and who constitute seminal works in LTI research by tracing scholarly literature from 1975 to the present. A dataset retrieved and analyzed from Scopus was further correlated using Vantage Point software. The findings not only revealed the conceptual approaches, dominant trends, and methodological development in LTI research, but also identified the underexplored areas in transnational teacher identities, teacher educator identities, and online teacher identities, which provided implications for future LTI research directions.
{"title":"Profiling Academic Research on Language Teacher Identities","authors":"Yi-Fen Liu","doi":"10.19183/how.29.2.650","DOIUrl":"https://doi.org/10.19183/how.29.2.650","url":null,"abstract":"Within the field of TESOL, language teacher identity (LTI) has been the focus of a myriad of studies in the previous two decades. Researchers need to trace back in order to move forward, it is an essential step towards a comprehensive understanding of what has been done in LTI research. This review article provides an overall literature review on conceptual approaches of how identity is defined and perceived in the context of recent history. It is then followed by an analysis of dominant trends on recent studies of Language Teacher Identity to profile what, why, when, and who constitute seminal works in LTI research by tracing scholarly literature from 1975 to the present. A dataset retrieved and analyzed from Scopus was further correlated using Vantage Point software. The findings not only revealed the conceptual approaches, dominant trends, and methodological development in LTI research, but also identified the underexplored areas in transnational teacher identities, teacher educator identities, and online teacher identities, which provided implications for future LTI research directions.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49406816","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":"Jairo Enrique Castañeda-Trujillo","doi":"10.19183/how.29.2.760","DOIUrl":"https://doi.org/10.19183/how.29.2.760","url":null,"abstract":"","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49221833","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}
María de los Milagros Cruz-Ramos, N.L. Lagunes-Reyes, Mario Alberto Sandoval-Sánchez
The present action-research study analyzes students’ basic perceptions about the use of the Flipped Classroom as part of their EFL class in a Mexican technical high school. To this end, 47 5th-semester students took two versions of a survey, which combined provided an understanding of their views after having taken part of a six-week intervention. The intervention focused on what is typically considered the most challenging topic of the semester: the simple past and its functions included in the official syllabus. On the one hand, the ‘flipped’ part of the lessons was divided into before and after-class online activities following a set of principles for the Flipped Classroom, Communicative Language Teaching, and Multimedia Instruction. On the other hand, in-class activities focused on reviewing content and communicative oral practice. The Flipped Classroom was favorably regarded. Students perceived it as a technique to facilitate a rapid improvement of certain aspects of speaking performance, especially in regards to fluency, comprehension, and vocabulary.
{"title":"Perceptions on the Use of the Flipped Classroom in the EFL Class","authors":"María de los Milagros Cruz-Ramos, N.L. Lagunes-Reyes, Mario Alberto Sandoval-Sánchez","doi":"10.19183/how.29.2.690","DOIUrl":"https://doi.org/10.19183/how.29.2.690","url":null,"abstract":"The present action-research study analyzes students’ basic perceptions about the use of the Flipped Classroom as part of their EFL class in a Mexican technical high school. To this end, 47 5th-semester students took two versions of a survey, which combined provided an understanding of their views after having taken part of a six-week intervention. The intervention focused on what is typically considered the most challenging topic of the semester: the simple past and its functions included in the official syllabus. On the one hand, the ‘flipped’ part of the lessons was divided into before and after-class online activities following a set of principles for the Flipped Classroom, Communicative Language Teaching, and Multimedia Instruction. On the other hand, in-class activities focused on reviewing content and communicative oral practice. The Flipped Classroom was favorably regarded. Students perceived it as a technique to facilitate a rapid improvement of certain aspects of speaking performance, especially in regards to fluency, comprehension, and vocabulary.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49299077","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}
Choosing a major is one of the most important decisions in one’s life. Understanding the aspects that intervene in this decision contribute to a better understanding of main motivational forces of English as a Foreign Language pre-service teachers. This qualitative descriptive study examined the personal, professional, and social motivations and experiences of 40 English as a Foreign Language pre-service teachers in the Mexican context that affected their decision to become English language teachers. Using an open written narrative (Language Learning History) instrument, participants wrote stories that showed the main reasons for choosing English teaching as a major. The results showed that personal and professional aspects including biographical experiences, a perceived ability to learn and teach English as well as teacher preparation program experiences are the most influential in this decision along with altruistic and intrinsic motives.
{"title":"Pre-Service Teachers’ Narratives: Why Did I Decide to Become an English Language Teacher?","authors":"Nallely Garza-Rodríguez","doi":"10.19183/how.29.2.718","DOIUrl":"https://doi.org/10.19183/how.29.2.718","url":null,"abstract":"Choosing a major is one of the most important decisions in one’s life. Understanding the aspects that intervene in this decision contribute to a better understanding of main motivational forces of English as a Foreign Language pre-service teachers. This qualitative descriptive study examined the personal, professional, and social motivations and experiences of 40 English as a Foreign Language pre-service teachers in the Mexican context that affected their decision to become English language teachers. Using an open written narrative (Language Learning History) instrument, participants wrote stories that showed the main reasons for choosing English teaching as a major. The results showed that personal and professional aspects including biographical experiences, a perceived ability to learn and teach English as well as teacher preparation program experiences are the most influential in this decision along with altruistic and intrinsic motives.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41571560","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}
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