Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.79924
Benjamín Cárcamo
Although several investigations have been carried out in recent years on written corrective feedback (WCF), there is a lack of agreement about its definition and the effect on students’ writings of different types of feedback. This may be due to the lack of systematicity regarding the characterization of WCF used in those studies. This article seeks to review the concept of WCF in studies in the field and to systematize the various aspects considered in a typology, which includes specification, focus, scope, source, mode of delivery, and notes. The resulting typology should help improve the effectiveness in the comparison of WCF studies and serve as a reference for teachers interested in expanding their practices.
{"title":"Classifying Written Corrective Feedback for Research and Educational Purposes: A Typology Proposal","authors":"Benjamín Cárcamo","doi":"10.15446/profile.v22n2.79924","DOIUrl":"https://doi.org/10.15446/profile.v22n2.79924","url":null,"abstract":"Although several investigations have been carried out in recent years on written corrective feedback (WCF), there is a lack of agreement about its definition and the effect on students’ writings of different types of feedback. This may be due to the lack of systematicity regarding the characterization of WCF used in those studies. This article seeks to review the concept of WCF in studies in the field and to systematize the various aspects considered in a typology, which includes specification, focus, scope, source, mode of delivery, and notes. The resulting typology should help improve the effectiveness in the comparison of WCF studies and serve as a reference for teachers interested in expanding their practices.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15446/profile.v22n2.79924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43038320","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.81384
Erika de la Barra, Soffía Carbone
This paper reports a qualitative action-research study on the use of cooperative learning through literature in two vulnerable English as a foreign language (EFL) classrooms in Chile. The study aimed at bridging EFL inequality by exposing students to a different methodology using cooperative learning, and content-based instruction through literature, which are inexistent methods in vulnerable schools. Improving students’ performance and increasing their personal growth were also pursued. Data were gathered through lesson observations, language tests, and surveys. Results evidenced that students improved their cooperative learning skills and personal growth, yet their linguistic proficiency was not significantly enhanced. As a conclusion, promoting cooperative learning together with content-based instruction through literature resulted in a suitable combination to improve learners’ learning strategies and personal growth.
{"title":"Bridging Inequality: Cooperative Learning Through Literature in Two Vulnerable Schools in Santiago","authors":"Erika de la Barra, Soffía Carbone","doi":"10.15446/profile.v22n2.81384","DOIUrl":"https://doi.org/10.15446/profile.v22n2.81384","url":null,"abstract":"This paper reports a qualitative action-research study on the use of cooperative learning through literature in two vulnerable English as a foreign language (EFL) classrooms in Chile. The study aimed at bridging EFL inequality by exposing students to a different methodology using cooperative learning, and content-based instruction through literature, which are inexistent methods in vulnerable schools. Improving students’ performance and increasing their personal growth were also pursued. Data were gathered through lesson observations, language tests, and surveys. Results evidenced that students improved their cooperative learning skills and personal growth, yet their linguistic proficiency was not significantly enhanced. As a conclusion, promoting cooperative learning together with content-based instruction through literature resulted in a suitable combination to improve learners’ learning strategies and personal growth.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43511858","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.82369
S. Sepehrinia, Nahid Fallah, Soad Torfi
Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students’ proficiency levels in five English language teachers’ corrective behavior. Follow-up interviews were conducted with the observed teachers. The results showed that the teachers provided more corrections to less proficient learners though they preferred more correction for advanced learners and used mainly recast for both groups, avoiding explicit forms of correction. They were mainly concerned with the affective aspects of oral error correction and acted on their own value system and teaching experience. The findings carry important implications for teacher education programs and the studies in this regard.
{"title":"English Language Teachers’ Oral Corrective Preferences and Practices Across Proficiency Groups","authors":"S. Sepehrinia, Nahid Fallah, Soad Torfi","doi":"10.15446/profile.v22n2.82369","DOIUrl":"https://doi.org/10.15446/profile.v22n2.82369","url":null,"abstract":"Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students’ proficiency levels in five English language teachers’ corrective behavior. Follow-up interviews were conducted with the observed teachers. The results showed that the teachers provided more corrections to less proficient learners though they preferred more correction for advanced learners and used mainly recast for both groups, avoiding explicit forms of correction. They were mainly concerned with the affective aspects of oral error correction and acted on their own value system and teaching experience. The findings carry important implications for teacher education programs and the studies in this regard.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42248547","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.80687
Diego F. Ubaque-Casallas, Edgar Aguirre-Garzón
This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.
{"title":"Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers","authors":"Diego F. Ubaque-Casallas, Edgar Aguirre-Garzón","doi":"10.15446/profile.v22n2.80687","DOIUrl":"https://doi.org/10.15446/profile.v22n2.80687","url":null,"abstract":"This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15446/profile.v22n2.80687","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48129917","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.82213
Natalia Ramírez-Lizcano, María Alejandra Cabrera-Tovar
This phenomenological study explores students’ perceptions about the relationship between foreign language learning and culture when using telecollaboration. Three main concerns underlie this work: the lack of studies that explore how students perceive the relationship between foreign language learning and culture in the local context, the need to explore the incidence of culture in language learning, and the role of telecollaboration in cultural exchange. Data were collected through questionnaires, focus groups, video recordings, field notes, and students’ artifacts. The findings show students’ understanding of the nature of language situated within functional and humanistic perspectives. Furthermore, participants alluded to the importance of language learning as a means to understand the scope of culture and cultural identity.
{"title":"EFL Learners’ Perceptions About Language Learning and Culture When Using Telecollaboration","authors":"Natalia Ramírez-Lizcano, María Alejandra Cabrera-Tovar","doi":"10.15446/profile.v22n2.82213","DOIUrl":"https://doi.org/10.15446/profile.v22n2.82213","url":null,"abstract":"This phenomenological study explores students’ perceptions about the relationship between foreign language learning and culture when using telecollaboration. Three main concerns underlie this work: the lack of studies that explore how students perceive the relationship between foreign language learning and culture in the local context, the need to explore the incidence of culture in language learning, and the role of telecollaboration in cultural exchange. Data were collected through questionnaires, focus groups, video recordings, field notes, and students’ artifacts. The findings show students’ understanding of the nature of language situated within functional and humanistic perspectives. Furthermore, participants alluded to the importance of language learning as a means to understand the scope of culture and cultural identity.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15446/profile.v22n2.82213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47843162","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.82510
Yesika Aristizábal-Jiménez
This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers’ content through the empowerment spiral model to foster students’ talk as performance. Twenty 11 th -grade students shared alternative messages related to social issues based on content analysis and reflections. Data were collected via preservice teachers’ journals, students’ written and multimedia artifacts, and voice recordings, whose analysis was done through processes of codification and categorization. The results showed that the implementation of critical media literacy helped students become aware of the content they were consuming and improve their English oral performance by means of specific oral activities. Therefore, this study has a balance between English as a foreign language learning and the use of critical approaches.
{"title":"Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content","authors":"Yesika Aristizábal-Jiménez","doi":"10.15446/profile.v22n2.82510","DOIUrl":"https://doi.org/10.15446/profile.v22n2.82510","url":null,"abstract":"This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers’ content through the empowerment spiral model to foster students’ talk as performance. Twenty 11 th -grade students shared alternative messages related to social issues based on content analysis and reflections. Data were collected via preservice teachers’ journals, students’ written and multimedia artifacts, and voice recordings, whose analysis was done through processes of codification and categorization. The results showed that the implementation of critical media literacy helped students become aware of the content they were consuming and improve their English oral performance by means of specific oral activities. Therefore, this study has a balance between English as a foreign language learning and the use of critical approaches.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49123617","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.82535
Anna Carolina Peñaloza
This case study sought to understand how 17 undergraduate students in the humanities and science, technology, engineering, and mathematics majors positioned themselves in terms of gender in relation to their leadership and risk-taking skills. For this study, I used students’ artifacts, semistructured interviews, and focus group discussions, which tied into the objectives of the Academic Writing for Professional Development course that the participants signed up for at a public university in Colombia. To analyze the data, I used aspects of the grounded theory method. The results revealed that the division of labor and social gender roles supersede the students’ initial positions. Because of this, women’s leadership and risk-taking abilities are invisible, an assertion which continues to perpetuate social gender roles, gender stereotypes, and the patriarchy.
{"title":"Leadership, Risk Taking, and Social Gender Roles Among Colombian Female Undergraduate Language Learners","authors":"Anna Carolina Peñaloza","doi":"10.15446/profile.v22n2.82535","DOIUrl":"https://doi.org/10.15446/profile.v22n2.82535","url":null,"abstract":"This case study sought to understand how 17 undergraduate students in the humanities and science, technology, engineering, and mathematics majors positioned themselves in terms of gender in relation to their leadership and risk-taking skills. For this study, I used students’ artifacts, semistructured interviews, and focus group discussions, which tied into the objectives of the Academic Writing for Professional Development course that the participants signed up for at a public university in Colombia. To analyze the data, I used aspects of the grounded theory method. The results revealed that the division of labor and social gender roles supersede the students’ initial positions. Because of this, women’s leadership and risk-taking abilities are invisible, an assertion which continues to perpetuate social gender roles, gender stereotypes, and the patriarchy.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15446/profile.v22n2.82535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49604431","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.82247
E. E. García-Ponce
This study examines the perceptions of employers, university authorities, English teachers and students concerning needs to promote English achievement in a Mexican university. By drawing on data collected from focus groups and questionnaires, the evidence suggests that there are several needs which hinder the attainment of English objectives in this higher education context. To address this, the participants’ perceptions are reformulated into a set of recommendations which might be beneficial for this context and other higher education institutions which seek to develop English language competencies in university students. The relevance of this study is that it shows how needs analysis can be used in higher education as a tool to identify needs and formulate context-sensitive solutions for enhancing English achievement.
{"title":"Needs Analysis to Enhance English Language Proficiency at a Mexican University","authors":"E. E. García-Ponce","doi":"10.15446/profile.v22n2.82247","DOIUrl":"https://doi.org/10.15446/profile.v22n2.82247","url":null,"abstract":"This study examines the perceptions of employers, university authorities, English teachers and students concerning needs to promote English achievement in a Mexican university. By drawing on data collected from focus groups and questionnaires, the evidence suggests that there are several needs which hinder the attainment of English objectives in this higher education context. To address this, the participants’ perceptions are reformulated into a set of recommendations which might be beneficial for this context and other higher education institutions which seek to develop English language competencies in university students. The relevance of this study is that it shows how needs analysis can be used in higher education as a tool to identify needs and formulate context-sensitive solutions for enhancing English achievement.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15446/profile.v22n2.82247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67023363","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.87603
M. Cárdenas, María Claudia Nieto-Cruz
El pasado mes de febrero celebramos el XV Simposio PROFILE, evento anual cuyo objetivo es invitar a docentes de ingles de diferentes contextos educativos a reflexionar sobre nuestra profesion, compartir resultados de investigacion e innovaciones, y resaltar la importancia de la investigacion. Asimismo aprovechamos la oportunidad para alentar a los participantes a compartir sus hallazgos mediante la escritura de articulos.
{"title":"Looking Back and Thinking Ahead for Strengthening the Profile Journal","authors":"M. Cárdenas, María Claudia Nieto-Cruz","doi":"10.15446/profile.v22n2.87603","DOIUrl":"https://doi.org/10.15446/profile.v22n2.87603","url":null,"abstract":"El pasado mes de febrero celebramos el XV Simposio PROFILE, evento anual cuyo objetivo es invitar a docentes de ingles de diferentes contextos educativos a reflexionar sobre nuestra profesion, compartir resultados de investigacion e innovaciones, y resaltar la importancia de la investigacion. Asimismo aprovechamos la oportunidad para alentar a los participantes a compartir sus hallazgos mediante la escritura de articulos.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44012356","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}
Pub Date : 2020-07-01DOI: 10.15446/profile.v22n2.81152
Marco Cancino, Gabriela Díaz
El presente estudio busco evaluar y caracterizar la cantidad de lengua materna que dos profesoras de ingles como lengua extranjera utilizaron para completar una serie de funciones en dos modos de clase. Se uso una version adaptada del instrumento “Analisis Funcional de la Alternancia del Lenguaje del Profesor” para analizar el discurso de las profesoras en seis clases de ingles, en una institucion de educacion secundaria. Los resultados mostraron que la lengua materna tiene una presencia hegemonica en el aula de ingles, con una amplia gama de funciones pedagogicas. Se argumenta que las iniciativas que presenten aproximaciones prescriptivas sobre el uso de la lengua extranjera necesitan tener en cuenta los factores linguisticos, contextuales e idiosincrasicos del aula de ingles.
{"title":"Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach","authors":"Marco Cancino, Gabriela Díaz","doi":"10.15446/profile.v22n2.81152","DOIUrl":"https://doi.org/10.15446/profile.v22n2.81152","url":null,"abstract":"El presente estudio busco evaluar y caracterizar la cantidad de lengua materna que dos profesoras de ingles como lengua extranjera utilizaron para completar una serie de funciones en dos modos de clase. Se uso una version adaptada del instrumento “Analisis Funcional de la Alternancia del Lenguaje del Profesor” para analizar el discurso de las profesoras en seis clases de ingles, en una institucion de educacion secundaria. Los resultados mostraron que la lengua materna tiene una presencia hegemonica en el aula de ingles, con una amplia gama de funciones pedagogicas. Se argumenta que las iniciativas que presenten aproximaciones prescriptivas sobre el uso de la lengua extranjera necesitan tener en cuenta los factores linguisticos, contextuales e idiosincrasicos del aula de ingles.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15446/profile.v22n2.81152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47628642","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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