Pub Date : 2021-07-19DOI: 10.15446/PROFILE.V23N2.90519
Yanilis Romero, Adriana Pérez
This research analyzes how citizenship and communicative competences can be fostered through a task-based approach to language teaching. This paper proposes the design of a unit with social components as the main meaningful task for the teaching of the English language and for fostering citizenship competencies in A2 level learners. An action research method was used; data collection techniques included observations, diaries, interviews, and students’ artifacts. Findings report that tasks might foster English language use if those are designed by taking into account students’ context and interests. Furthermore, real-life tasks derived from contextual features can enhance civic engagement and promote values, which can be signals of citizenship.
{"title":"Fostering Citizenship and English Language Competences in Teenagers Through Task-Based Instruction","authors":"Yanilis Romero, Adriana Pérez","doi":"10.15446/PROFILE.V23N2.90519","DOIUrl":"https://doi.org/10.15446/PROFILE.V23N2.90519","url":null,"abstract":"This research analyzes how citizenship and communicative competences can be fostered through a task-based approach to language teaching. This paper proposes the design of a unit with social components as the main meaningful task for the teaching of the English language and for fostering citizenship competencies in A2 level learners. An action research method was used; data collection techniques included observations, diaries, interviews, and students’ artifacts. Findings report that tasks might foster English language use if those are designed by taking into account students’ context and interests. Furthermore, real-life tasks derived from contextual features can enhance civic engagement and promote values, which can be signals of citizenship.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79920331","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 : 2021-07-19DOI: 10.15446/profile.v23n2.88378
Sara Bata, Cristal Castro
Este artículo es un estudio mixto el cual examina cómo un grupo de seis estudiantes de inglés como lengua extranjera del nivel básico manejan su inteligencia emocional mientras presentan sus exámenes orales. Los datos fueron recolectados a través de instrumentos cuantitativos y cualitativos como lo son: una prueba de inteligencia emocional, observaciones no participativas, encuestas y entrevistas individuales con preguntas abiertas. Los resultados proporcionan una mayor comprensión sobre la inteligencia emocional de los estudiantes y sus mecanismos de afrontamiento utilizados para gestionar su inteligencia emocional mientras presentan dos exámenes orales diferentes.
{"title":"El manejo de la inteligencia emocional en los estudiantes de lengua extranjera mientras presentan sus exámenes orales de inglés","authors":"Sara Bata, Cristal Castro","doi":"10.15446/profile.v23n2.88378","DOIUrl":"https://doi.org/10.15446/profile.v23n2.88378","url":null,"abstract":"Este artículo es un estudio mixto el cual examina cómo un grupo de seis estudiantes de inglés como lengua extranjera del nivel básico manejan su inteligencia emocional mientras presentan sus exámenes orales. Los datos fueron recolectados a través de instrumentos cuantitativos y cualitativos como lo son: una prueba de inteligencia emocional, observaciones no participativas, encuestas y entrevistas individuales con preguntas abiertas. Los resultados proporcionan una mayor comprensión sobre la inteligencia emocional de los estudiantes y sus mecanismos de afrontamiento utilizados para gestionar su inteligencia emocional mientras presentan dos exámenes orales diferentes.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80068258","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 : 2021-07-19DOI: 10.15446/profile.v23n2.86965
Patricia Carabelli
The Universidad de la República, in Uruguay, offers reading comprehension in English courses within the career of dentistry for students to access information in this language. The study sought to analyze the fulfilment of the course’s aims and to test the hypothesis that the greater the vocabulary that dentistry students possess, the better they will be able to understand written dentistry texts. A mixed approach, based on interviews and a class survey, was used. Data showed that the course’s objectives were achieved. Participants stated that the course is highly meaningful, and they believed that the previously mentioned correlation exists. However, this could not be statistically verified, which indicates that multiple reading comprehension skills are involved when trying to understand academic texts.
{"title":"English for Academic Purposes Related to Dentistry: Analyzing the Reading Comprehension Process","authors":"Patricia Carabelli","doi":"10.15446/profile.v23n2.86965","DOIUrl":"https://doi.org/10.15446/profile.v23n2.86965","url":null,"abstract":"The Universidad de la República, in Uruguay, offers reading comprehension in English courses within the career of dentistry for students to access information in this language. The study sought to analyze the fulfilment of the course’s aims and to test the hypothesis that the greater the vocabulary that dentistry students possess, the better they will be able to understand written dentistry texts. A mixed approach, based on interviews and a class survey, was used. Data showed that the course’s objectives were achieved. Participants stated that the course is highly meaningful, and they believed that the previously mentioned correlation exists. However, this could not be statistically verified, which indicates that multiple reading comprehension skills are involved when trying to understand academic texts.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73948889","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 : 2021-07-19DOI: 10.15446/profile.v23n2.90809
Maritza Rosas-Maldonado, Macarena Durán-Castro, Annjeanette Martin
Teachers’ past learning experiences, also referred to as “apprenticeship of observation,” can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English teachers and sought to identify the possible influence of their past English teachers on their teaching and learning views in an English as a foreign language context. The qualitative multiple case study design gathered the narratives of 18 teachers using an open-ended survey and in-depth interviews. Results showed that the teachers’ apprenticeship of observation influenced their socio-emotional and affective views on teaching with a main concern on teacher-student relationships. From a sociocultural perspective, it was found that feelings associated with these experiences helped them understand their own practice.
{"title":"The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs","authors":"Maritza Rosas-Maldonado, Macarena Durán-Castro, Annjeanette Martin","doi":"10.15446/profile.v23n2.90809","DOIUrl":"https://doi.org/10.15446/profile.v23n2.90809","url":null,"abstract":"Teachers’ past learning experiences, also referred to as “apprenticeship of observation,” can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English teachers and sought to identify the possible influence of their past English teachers on their teaching and learning views in an English as a foreign language context. The qualitative multiple case study design gathered the narratives of 18 teachers using an open-ended survey and in-depth interviews. Results showed that the teachers’ apprenticeship of observation influenced their socio-emotional and affective views on teaching with a main concern on teacher-student relationships. From a sociocultural perspective, it was found that feelings associated with these experiences helped them understand their own practice.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67023367","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 : 2021-07-19DOI: 10.15446/profile.v23n2.90195
C. Juárez-Díaz, M. Perales
This study describes 26 English language teaching faculty members’ and 32 preservice English as a foreign language teachers’ emergency remote teaching experiences and emotions. Verbal data gathered through an online questionnaire with open questions were analyzed using semidirected content analysis. Most faculty and all students reported negative feelings, which were connected with some faculty members’ focus on delivering content without interaction and with insufficient Internet access. Some students’ autonomy allowed them to overcome the first of these challenges. Teachers with online education training reported better experiences. Thus, universities and the State must provide more training and equipment to close the digital gap and ensure effective emergency remote teaching.
{"title":"Language Teachers’ Emergency Remote Teaching Experiences During the COVID-19 Confinement","authors":"C. Juárez-Díaz, M. Perales","doi":"10.15446/profile.v23n2.90195","DOIUrl":"https://doi.org/10.15446/profile.v23n2.90195","url":null,"abstract":"This study describes 26 English language teaching faculty members’ and 32 preservice English as a foreign language teachers’ emergency remote teaching experiences and emotions. Verbal data gathered through an online questionnaire with open questions were analyzed using semidirected content analysis. Most faculty and all students reported negative feelings, which were connected with some faculty members’ focus on delivering content without interaction and with insufficient Internet access. Some students’ autonomy allowed them to overcome the first of these challenges. Teachers with online education training reported better experiences. Thus, universities and the State must provide more training and equipment to close the digital gap and ensure effective emergency remote teaching.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86391763","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 : 2021-07-19DOI: 10.15446/PROFILE.V23N2.89212
Edgar Lucero, Andrea Margarita Cortés-Ibañez
The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher’s figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.
{"title":"Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program","authors":"Edgar Lucero, Andrea Margarita Cortés-Ibañez","doi":"10.15446/PROFILE.V23N2.89212","DOIUrl":"https://doi.org/10.15446/PROFILE.V23N2.89212","url":null,"abstract":"The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher’s figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75948827","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 study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.
{"title":"Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students","authors":"Albedro Cadena-Aguilar, Claudia Patricia Álvarez-Ayure","doi":"10.15446/PROFILE.V23N2.88928","DOIUrl":"https://doi.org/10.15446/PROFILE.V23N2.88928","url":null,"abstract":"This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89902491","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 : 2021-01-05DOI: 10.15446/PROFILE.V23N1.85931
E. Durán, K. García
This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.
{"title":"Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses","authors":"E. Durán, K. García","doi":"10.15446/PROFILE.V23N1.85931","DOIUrl":"https://doi.org/10.15446/PROFILE.V23N1.85931","url":null,"abstract":"This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45948463","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 : 2021-01-05DOI: 10.15446/PROFILE.V23N1.85145
Angélica Meza, I. Rodríguez, Lorena Caviedes
This article focuses on the impact reflective learning has on a group of EFL preservice teachers’ academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants’ academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an action-research design to foster students’ academic writing skills as part of their professional development. The data-collection instruments were essays and teacher’s feedback, students’ journals, and rubrics. The results evidenced learners’ writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.
{"title":"Fostering EFL Preservice Teachers’ Academic Writing Skills Through Reflective Learning","authors":"Angélica Meza, I. Rodríguez, Lorena Caviedes","doi":"10.15446/PROFILE.V23N1.85145","DOIUrl":"https://doi.org/10.15446/PROFILE.V23N1.85145","url":null,"abstract":"This article focuses on the impact reflective learning has on a group of EFL preservice teachers’ academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants’ academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an action-research design to foster students’ academic writing skills as part of their professional development. The data-collection instruments were essays and teacher’s feedback, students’ journals, and rubrics. The results evidenced learners’ writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75381873","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 : 2021-01-05DOI: 10.15446/PROFILE.V23N1.83135
Jorge Benavides
This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007–2017 concerning the English language section. This analysis uses the reports and databases from the Instituto Colombiano para la Evaluación de la Educación (ICFES) repository and explains the policy in its historical context. The results warn of a quite worrying picture between the goals established by the Ministry of Education and the final achievements. The level of English of future Colombian professionals is not only very low but also without improvement from its beginnings in 2007 to 2017. As a conclusion, it would be necessary to review, from the universities’ perspective, the language education policy and propose bottom-up structural alternatives that allow a sustained impulse in teacher training, methodology, and curricular and pedagogical organization.
本文分析了2007-2017年完成高等教育学生的国家考试Saber Pro的英语语言部分的结果。该分析使用来自哥伦比亚研究所Evaluación de la Educación (ICFES)存储库的报告和数据库，并在其历史背景下解释该政策。研究结果表明，教育部制定的目标与最终成果之间的差距令人担忧。从2007年开始到2017年，未来哥伦比亚专业人士的英语水平不仅非常低，而且没有任何提高。总之，有必要从大学的角度来审查语言教育政策，并提出自下而上的结构替代方案，以便在教师培训、方法、课程和教学组织方面持续推动。
{"title":"Level of English in Colombian Higher Education: A Decade of Stagnation","authors":"Jorge Benavides","doi":"10.15446/PROFILE.V23N1.83135","DOIUrl":"https://doi.org/10.15446/PROFILE.V23N1.83135","url":null,"abstract":"This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007–2017 concerning the English language section. This analysis uses the reports and databases from the Instituto Colombiano para la Evaluación de la Educación (ICFES) repository and explains the policy in its historical context. The results warn of a quite worrying picture between the goals established by the Ministry of Education and the final achievements. The level of English of future Colombian professionals is not only very low but also without improvement from its beginnings in 2007 to 2017. As a conclusion, it would be necessary to review, from the universities’ perspective, the language education policy and propose bottom-up structural alternatives that allow a sustained impulse in teacher training, methodology, and curricular and pedagogical organization.","PeriodicalId":45095,"journal":{"name":"Profile-Issues in Teachers Professional Development","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88392734","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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