Journal articles: 'Colombian EFL education'

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Mora, Raúl Alberto. "Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE." GIST – Education and Learning Research Journal 24 (June 30, 2022): 25–42. http://dx.doi.org/10.26817/16925777.1137.

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Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.

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Viáfara Gozález, John Jairo. "From pre-school to university: student-teachers’ characterize their EFL writing development." Colombian Applied Linguistics Journal, no. 10 (April 4, 2011): 73. http://dx.doi.org/10.14483/22487085.98.

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A historical review of approaches used to support students’ writing in English as a foreign or second language, as well as of Colombian teachers’ efforts to guide their pupils’ in this area becomes the starting point for this qualitative research. The study explores the biographical narratives of EFL pre-service teachers from Universidad Pedagógica y Tecnológica de Colombia (UPTC) to describe how they have developed their writing in English. The research reveals the methodological practices to which participants have been exposed from their early schooling until their university education in Colombian institutions, most of them located in Boyacá. Finally, the pedagogical implications seek to provide reflective points for the education of in-service and pre-service teachers at a time when higher standards in students’ foreign language learning are expected.

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RAMÍREZ AVENDAÑO, ALBERTO, JOHANNA MILENA AVELLA GUTIÉRREZ, and MARÍA PAULA RINCÓN SILVA. "Traditional Colombian Games in Virtual and in-Person Education." Enletawa Journal 15, no. 1 (March 30, 2022): 1–24. http://dx.doi.org/10.19053/2011835x.15033.

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The main object of this research study was to enhance the Communicative Competence of fifth graders through the use of traditional Colombian games in virtual and in-person settings in an EFL classroom. The participants of this research study were thirty-three (33) students from a public school in Tunja, Boyacá, Colombia. This study is framed as qualitative Action Research. The methodological procedure implemented to collect data was based on the application of seven (7) workshops based on traditional Colombian games where the students were able to strengthen their Communicative Competence and use language in authentic school contexts, virtually and in-person classes. Three different instruments were taken into account in order to collect data: Video recordings, semi-structured interviews and a field journal. The findings of this research study revealed that the use of traditional Colombian games developed the Communicative Competence of the students, giving them tools to communicate in an authentic school context and not only during the development of the workshops but from now on as well. Regarding the motivation, it was evident that being able to interact with their classmates and teachers during the implementation of the games, made the students feel more comfortable and willing to participate in the activities proposed. Finally, the versatility of the workshops is a useful tool that allows us to cover much more topics, levels of language and settings (virtual and in-person) than usual

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Núñez Pardo, Astrid. "Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (September 16, 2022): 702–24. http://dx.doi.org/10.17533/udea.ikala.v27n3a07.

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The use of Colombian-authored EFL textbooks as subalternation instruments, the instrumentalization of grammar and foreign methodologies, and the imperialism of a profit-driven publishing industry perpetuates colonial links. This article reports a critical content analysis of six Colombian-authored EFL textbooks from local and foreign publishers. It was framed within a sociocritical paradigm, which included interviews with four authors, six teachers, and two editors. Findings reveal three triads of decolonial criteria: (a) The triad of ontological criteria unsettles the reproduction of foreign beliefs, behaviours, values, and ideologies; (b) the triad of epistemological criteria subverts North and West dominant knowledge and culture, and (c) the triad of power criteria withstands globalised and neoliberal discourses imposed through teaching methods, curricula, materials, testing, training, and standardised English varieties. The findings also indicate that there are still colonial traces in the representation of gender, races, sexual orientations, capacities, and social classes. Thus, developing efl materials from a decolonial perspective contests the commercial, standardised, and colonised textbooks to build contextualised and decolonised efl materials otherwise that are sensitive to cultural diversity. This academic endeavour exhorts teachers to assume a critical stance towards EFL materials content, learning activities and strategies, underpinning language pedagogies, iconography, language policy, and assessment practices, and to exert their agency to contest hegemony and recreate situated EFL pedagogical practices.

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Cohen, Sarah L., and Daniel Calderon Aponte. "Powerful Pedagogies in Times of COVID: An Online Pedagogical Collaboration Between EFL Students and ESL Teacher Candidates." Íkala 26, no. 3 (September 11, 2021): 731–45. http://dx.doi.org/10.17533/udea.ikala.v26n3a14.

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In the context of the global covid-19 pandemic, educators at all levels had to re-imagine their teaching practices to respond to the necessity of conducting all courses on-line. This article reports on the collaboration of two university instructors to create a trans-national model of learning in the context of the covid-19 pandemic. By virtue of this collaboration, the efl students based at a large public university in Colombia were engaged in four online sessions and paired with teacher candidates taking an esl endorsement course in the United States. This online collaboration afforded the Colombian efl students an authentic opportunity to practice their English learning and the us teacher candidates a meaningful context in which to conduct authentic language assessments. Using interview and questionnaire data, this qualitative case study explored the experiences of the efl students. The data demonstrate that online exchanges can afford students meaningful opportunities for language development. The results further show that online learning can be enriched through mutually beneficial collaborations across universities and transnational contexts.

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Pérez, Yuddy, Lourdes Rey, and Nayibe Rosado. "Characteristics of EFL Curriculum in the Colombian Caribbean Coast: The Case of 12 State Schools." English Language Teaching 12, no. 11 (October 29, 2019): 85. http://dx.doi.org/10.5539/elt.v12n11p85.

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Research related to English as Foreign Language (EFL) curricula in Colombia is scant and mainly focuses on the analysis of policies and the challenges they pose to institutions. Consequently, there is a need for studies of EFL curricula in place in Colombia to serve as basis for evaluation and adjustment of current educational policies. This descriptive study follows a qualitative exploratory approach and addresses this gap by identifying the characteristics of the EFL curricula from twelve state schools. Data were reviewed and evaluated using document and comparative analysis techniques. Results reveal that all institutions have curricular documents but not all those requested by the educational authorities. Some of these documents show a lack of consistency in terms of the conceptual underpinnings as well as a misalignment with the national requirements or with contextual needs. While awareness of the importance of having strong English programs and the positive outlook shown by institutional stakeholders seem to be conditions for success, limitations related to allocation of resources, classroom conditions, and environments conducive to learning hinder the implementation of the EFL curriculum.

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Mosquera-Pérez, Jhon Eduardo, and Jhon Jairo Losada-Rivas. "EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students." Profile: Issues in Teachers' Professional Development 24, no. 2 (July 27, 2022): 47–62. http://dx.doi.org/10.15446/profile.v24n2.91744.

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This paper reports a qualitative narrative study that explored the trajectories of English language teachers’ identities before and after their participation in a master’s program in English language teaching at a Colombian public university. After analyzing the data gathered through oral narratives and narrative interviews, results showed that teachers’ identities are part of an endless process nurtured by experiences at the academic, pedagogical, and personal levels. We found that such experiences were constantly cultivated and analyzed in the master’s seminars, which positively influenced the development of the participants’ identities by making them more reflective and critical practitioners. Most teachers reported developing higher levels of social commitment, critical-reflective engagement, and research-oriented practices due to their graduate academic experience.

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Duque-Aguilar, Jaime Fernando. "Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 161–77. http://dx.doi.org/10.15446/profile.v23n1.85964.

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This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers approach the assessment of students’ speaking skill. The data were gathered through classroom observations, interviews, and documentary analysis. Results revealed teachers’ preference for summative assessment practices to determine students’ progress regarding speaking. As a conclusion, teacher professional development in terms of language assessment may be seen as an alternative to develop significant assessment processes where students, teachers, and the institution can be benefited.

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Gómez-Rodríguez, Luis Fernando. "English Learners’ Literary Competence Development through Critical Thinking Tasks in a Colombian EFL Classroom." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 90. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.90.

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Literary competence is still a poor research subject in many EFL (English as a Foreign Language) settings. Therefore, this qualitative case study analyzed how a group of Colombian English learners developed literary competence in the foreign language for the first time in their lives with the support of Numrich’s (2001) Sequence of Critical Thinking Tasks. Data related to English learners’ literary competence development were collected through learners’ transcripts of their oral responses to literature, artifacts (written papers/worksheets), and the teacher-researcher’s field notes. Data were analyzed through grounded approach and content analysis. Although reading and discussing authentic versions of literary texts in the foreign language was challenging for these Colombian English learners, findings revealed that they were able to foster literary competence when they did critical thinking tasks, namely Identifying assumptions about literary content based on the titles of texts, interpreting implicit meanings to discover conflicts and themes, inferring meaning conveyed in images and symbols, and evaluating literary content through inquiring further and analyzing literary language. The research novelty is that EFL Colombian education, as well as other EFL settings worldwide, can foster English learners’ communicative competence and literary competence gradually and more purposely through the Sequence of Critical Thinking Tasks model, encouraging the construction of meaning and at a critical stand through original versions of literary texts.

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Insuasty Cardenas, Andres, and Valeria Eraso Ibarra. "Didactic Briefcases as a Means to Foster Colombian Culture in the EFL Classroom." Journal of English Language Teaching and Applied Linguistics 4, no. 1 (January 24, 2022): 64–71. http://dx.doi.org/10.32996/jeltal.2022.4.1.6.

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The purpose of this paper is to show the importance of implementing the didactic briefcases (maletas didácticas) from El Museo del Oro in the EFL classroom as a means to foster culture through the use of a theme-based approach. To this end, a bibliographical review was carried out by searching different research articles master and BA theses in order to know about the implementation of the didactic briefcases in Colombia. Thus, the information presented in this paper is to help EFL teachers to realize how beneficial it could be to integrate the didactic briefcases and Theme-Based Instruction (TBI) in their lessons to make them more didactic, flexible, engaging, collaborative, and dynamic while integrating culture in the curriculum. In fact, some studies showed that the didactic briefcases have been used in different areas of Colombian education, such as Arts and Social Science, but not in English. Finally, the results showed that it is possible to implement the didactic briefcases through a theme-based approach because it allows students to open their minds to their own roots and become more critical when interacting with people from different cultural backgrounds.

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Wealthy Guerrero, Dr David. "Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings." Studies in English Language Teaching 7, no. 2 (April 24, 2019): 148. http://dx.doi.org/10.22158/selt.v7n2p148.

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This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment.

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Mackenzie, Lee. "Evaluation of an English language peer tutoring intervention." International Journal of Educational Management 34, no. 5 (December 23, 2019): 869–80. http://dx.doi.org/10.1108/ijem-04-2019-0129.

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PurposeDesertion rates in Colombian universities remain unacceptably high. In the field of foreign languages, academic failure is particularly concerning since English language instruction is compulsory in most universities. To address the issue of poor student performance and high dropout rates, the University of Colombia has set up a peer tutoring scheme (PTS) for English as a foreign language (EFL) students in order to inform programme development. The paper aims to discuss this issue.Design/methodology/approachThe study was informed by realist evaluation principles. Qualitative in-depth interviews were conducted with eight PTS stakeholders supplemented by documentary analysis of the programme’s publicity material on the PTS website. The data were analysed using thematic analysis.FindingsFindings reveal discrepancies between the “espoused theory” about how the programme operates and the “theory-in-use”. In particular, according to stakeholders, the programme does not appear to be used by many of those EFL students who would benefit from it, which suggests that the programme is not as effective as it could be. Student and teacher contextual factors and mechanisms may explain the reasons for issues with programme effectiveness.Research limitations/implicationsFormative evaluations such as the current study can provide rich contextual information, but cannot be generalised to other settings. Also, this study does not explore the perspective of peer tutors and tutees, which means key variables may have been overlooked. Further research into the perspectives of tutors and tutees would therefore be needed to firm up these conclusions.Practical implicationsDue to the scarcity of literature into EFL peer tutoring interventions in higher education (HE), it is hoped that these findings will have relevance for similar contexts. The current evaluation highlights the influence of contextual factors such as willingness to ask for help, student motivation, student priorities, tutor credibility, teacher workload, timetabling and scheduling issues and involvement from teachers on the success of open-access peer tutoring programmes for EFL students in higher educational settings.Originality/valueAs far the researcher is aware, this is the first evaluation of an EFL peer tutoring programme in a private HE context in Colombia, and one of only a handful of studies into EFL peer tutoring programmes. The findings therefore have implications for those working in similar contexts.

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Ubaque, Diego Fernando, and Harold Castaneda-Pena. "Teacher Research: Uncovering Professional Identities and Trajectories of Teacher Researchers through Narrative Research—A Colombian Case." International Education Studies 10, no. 3 (February 27, 2017): 35. http://dx.doi.org/10.5539/ies.v10n3p35.

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This work explores real-life experiences around research. Thinking of the English as a foreign language (EFL) teacher as an inquirer of the academic reality, the study presents accounts of professional identity as narrated in the life histories of three EFL teachers-researchers in a private but non-profit institution in Bogota, Colombia. This study sheds light on different institutional practices that, grounded on a community of practice, reinforce research as an inquiry process and as an opportunity for professional and institutional development. Additionally, the study also addresses issues of investment when teachers engage in this practice. The work concludes by reflecting that teachers’ professional identities as researchers are composed of experiences that have an important effect on their teaching expertise. Thus, teachers tend to alter their identities based on the relationships they establish within the community and undergo changes when previous and current experiences are put together. It is suggested that teacher education should help teachers-to-be understand these dynamics.

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Bolaños Saenz, Francis, Karol Florez, Tatiana Gomez, Mary Ramirez Acevedo, and Sandra Tello Suarez. "Implementing a community-based project in an EFL rural classroom." Colombian Applied Linguistics Journal 20, no. 2 (July 31, 2018): 264–74. http://dx.doi.org/10.14483/22487085.13735.

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Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber & Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade EFL students. The pre-service teachers crafted a project-based curriculum taking the community as the content that would empower the students to explore social and cultural aspects of their community while promoting their EFL learning. Data were collected during the four-month period of the pedagogical intervention through interviews, observations and students’ and teachers’ written reflections. The high school students carried out a series of tasks aimed at raising their awareness about their identity, questioning their surroundings and increasing their self-confidence while using their knowledge of English. Results suggest that a curriculum that integrates the community as content empowered students to learn and reflect upon their learning process while facilitating their participation and inquiring about their own social and cultural reality.

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García-Fuentes, César, and Kim McDonough. "The effect of explicit instruction and task repetition on Colombian EFL students’ use of politeness strategies during disagreements." Language Learning Journal 46, no. 4 (June 7, 2016): 470–82. http://dx.doi.org/10.1080/09571736.2016.1167232.

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Farias, Miguel, and Katica Obilinovic. "Building Communities of Interest and Practice through Critical Exchanges among Chilean and Colombian Novice Language Teachers." Colombian Applied Linguistics Journal, no. 11 (April 4, 2011): 63. http://dx.doi.org/10.14483/22487085.154.

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This article reports a collaborative experience between two groups of EFL novice teachers from Chile and Colombia. We explored the potential of a virtual platform and other means of ICT connectivity to create communities of practice and interest by engaging in critical pedagogy activities that allowed the trainees to look at their education from a comparative perspective. Through the creation of blogs, a group of 30 Chilean pre-service teachers, as language learners and language users, were asked particularly to reflect critically on the power of hypertextuality so they could gain an understanding of the (non-neutral) constructedness of texts, to raise their rhetorical awareness both as text producers and text readers, and to develop agency as communicators and not just passive receivers of media messages. We postulated that immediate feedback from peers and opportunities for sharing with real global audiences would promote higher level thinking, communication skills, and deeper understandings of texts. Sample comments taken from responses to a qualitative survey applied to the Chilean participants will be used to illustrate these points.

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Méndez, Pilar, Eliana Garzón, and Rodolfo Noriega-Borja. "English Teachers’ Subjectivities: Contesting and Resisting Must-be Discourses." English Language Teaching 12, no. 3 (January 29, 2019): 65. http://dx.doi.org/10.5539/elt.v12n3p65.

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This paper problematizes the meaning of subjectivity constructed by Colombian English Teachers in response to a National Bilingual Program and its system of reason to produce English teachers’ identity and promote bilingual education. The double-side character of subjection/subjectification (Foucault, 1982) is used to analyze English teachers’ work of the self and contestarian/resistance practices to affirm themselves as researchers and critical thinkers but also to claim recognition as educators who produce relevant and situated knowledge. Historical Discourse Analysis, through archeological procedures (Foucault, 1972) to trace back English teachers’ discursive and non-discursive practices, were key to unveiling how teachers think of themselves as English teachers, oppose policies and respond to dominant discourses in relation to English teaching. More than 100 English teachers’ academic publications were revised and confronted with normalized discourses circulating in political programs, print media and experts’ documents. Findings contribute to EFL teachers’ understanding of their own struggles and the role of their resistance practices to affirm their subjectivities.

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Henao Mejía, Edwin Alejandro, José Orlando Gómez Salazar, and Jorge Heriberto Murcia Yalí. "Intercultural awareness and its misrepresentation in textbooks." Colombian Applied Linguistics Journal 21, no. 2 (November 7, 2019): 179–93. http://dx.doi.org/10.14483/22487085.14177.

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The role of culture and intercultural awareness in the language classroom is not a new area of research in ESL/EFL, and its relative importance has shifted in different approaches and methods of foreign language teaching. Today, the goal of some English textbooks has transcended a pure linguistic and language training orientation as text developers have moved towards also teaching intercultural awareness. The development of intercultural awareness was presented as a key component in ensuring the success of the latest Colombian National Bilingual Programme 2015-2025 (NBP), and the textbook series English, Please! was promoted as a breakthrough in this context. This article presents the research analysis and findings of an exploratory study based on the ambitious task set forth in the NBP policy on English textbooks. We examine the theoretical constructs adopted by the National Ministry of Education and by using, both quantitative and qualitative, analysis we explore the intercultural awareness activities presented in the series. At the end, we suggest that although the series is an important addition to existing materials in the area, it presents an overly reductionist and instrumentalist use of the concept of intercultural awareness.

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Becerra, Tatiana, José Herazo, Paula García, Anamaría Sagre, and Luisa Díaz. "Using Reading to Learn for EFL students’ reading of explanations." ELT Journal 74, no. 3 (December 27, 2019): 237–46. http://dx.doi.org/10.1093/elt/ccz053.

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Abstract Reading to Learn (R2L) is an instructional approach that leads students from aided to independent creation of meaning in reading and writing. The approach uses whole texts as the point of departure for instruction. This case study explored how R2L promoted ninth graders’ comprehension of explanation texts in EFL during six lessons and students’ perceptions about R2L. The study involved a group of ninth graders from a secondary state school in Colombia whose results in national standardized tests had been traditionally low, particularly in EFL reading. Results revealed that students became better readers of explanation texts and perceived R2L as a useful approach to develop their ability to understand written texts in EFL. The study highlights the benefits of R2L for enhancing L2 students’ meaning-making potential.

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Villegas, Daniel. "Colombia’s nationwide EFL policy and the construction of equity in policy documents." Apples - Journal of Applied Language Studies 11, no. 4 (December 26, 2017): 57–74. http://dx.doi.org/10.17011/apples/urn.201708083437.

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The Colombia Bilingüe (Colombia Bilingual)1 program was introduced by the Ministry of Education (MEN) in 2004 with aims of increasing the teaching and learning of English as a Foreign Language (EFL) at primary, secondary and tertiary education level. However, this program has failed to reach its set language goals and has come under strong criticism. Scholars suggest that Colombia Bilingual has not only been unsuccessful in improving English skills but has resulted in unequal practices by favoring language instrumentation, marketization of language services and stratification of people. This paper offers a Critical Discourse Analysis of seven policy papers set forward by the government that have introduced and given continuation to this program. I will argue that the construction of equity in Colombia’s EFL policy is framed within a limited interpretation that has mainly given priority to improving Colombia’s international competitiveness while overlooking other important elements of equity such as autonomy, identity, and equality. I will conclude that the presence of social efficiency messages in the policy documents substantiates previous studies’ criticism and highlights the importance of policy documents towards reaching more equitable language learning practices.

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Betín de la Hoz, Ana Bertha, Antonio Rodríguez-Fuentes, María Jesús Caurcel Cara, and Carmen del Pilar Gallardo Montes. "Statistical Validation of the “ECODIES” Questionnaire to Measure the Digital Competence of Colombian High School Students in the Subject of Mathematics." Mathematics 11, no. 1 (December 22, 2022): 33. http://dx.doi.org/10.3390/math11010033.

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Education in the 21st century faces the challenge of digitalization; therefore, the acquisition and development of digital skills in students is indispensable, not only for their learning processes but also for their lives. This study aims to validate the test “ECODIES”, which was used to assess the level of development of digital competence in students in a public high school in Bogotá (Colombia). The test is based on the DigCom model and was administered to a sample of 777 students aged between 11 and 18. The results obtained in the exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability analysis show the quality of the test. Therefore, in this study it is concluded that “ECODIES” is a test with the reliability and validity to assess digital competence in the Colombian context; in this way, we hope to gain enough research about this topic to contribute to the development of digital competence in Colombian students. We conducted an instrumental study for the analysis of the psychometric properties of the questionnaire.

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Gómez Rodríguez, Luis Fernando. "English learners’ voices on integrating poetry through a transactional approach in an EFL classroom." Literatura y Lingüística, no. 37 (August 8, 2018): 355. http://dx.doi.org/10.29344/0717621x.37.1387.

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This case study examined how a group of EFL learners at a University in Colombia were encouraged to read and discuss several American poems for the first time in their lives through the reading transactional approach. Participants’ reading experience and critical reactions to poetry constituted the core data that were collected through field notes, learners’ artifacts (written essays), and one questionnaire. Data were analyzed through grounded approach and content analysis. Findings revealed that learners first focused on vocabulary and language structures and then on meaning. This research concluded that the incorporation of poetry as content in EFL education can help learners improve their communicative competence and critical reading skills.

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Restrepo, Silvia, Enrique ter Horst, Juan Diego Zambrano, Laura H. Gunn, German Molina, and Carlos Andres Salazar. "Hierarchical Bayesian classification methods to identify topics by journal quartile with an application in biological sciences." Education for Information 38, no. 1 (March 11, 2022): 93–112. http://dx.doi.org/10.3233/efi-211546.

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This manuscript builds on a novel, automatic, freely-available Bayesian approach to extract information in abstracts and titles to classify research topics by quartile. This approach is demonstrated for all N= 149,129 ISI-indexed publications in biological sciences journals during 2017. A Bayesian multinomial inverse regression approach is used to extract rankings of topics without the need of a pre-defined dictionary. Bigrams are used for extraction of research topics across manuscripts, and rankings of research topics are constructed by quartile. Worldwide and local results (e.g., comparison between two peer/aspirational research institutions in Colombia) are provided, and differences are explored both at the global and local levels. Some topics persist across quartiles, while the relevance of others is quartile-specific. Challenges in sustainable development appear as more prevalent in top quartile journals across institutions, while the two Colombian institutions favour plant and microorganism research. This approach can reduce information inequities, by allowing young/incipient researchers in biological sciences, especially within lower income countries or universities with limited resources, to freely assess the state of the literature and the relative likelihood of publication in higher impact journals by research topic. This can also serve institutions of higher education to identify missing research topics and areas of competitive advantage.

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Castaño-Roldán, Juan David, and Doris Correa. "Critical Reading With Undergraduate EFL Students in Colombia: Gains and Challenges." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 35–50. http://dx.doi.org/10.15446/profile.v23n2.89034.

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This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, video-recordings of all lessons, samples of students’ work, and students’ reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author’s position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.

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Galvis Guerrero, Héctor Alejandro. "Using Video Game-Based Instruction in an EFL Program: Understanding the Power of Video Games in Education." Colombian Applied Linguistics Journal 13, no. 1 (September 7, 2011): 54. http://dx.doi.org/10.14483/22487085.2931.

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This small-scale action-research study examines the perceptions of four students in a military academy in Colombia undergoing the processof using a mainstream video game in their EFL classes instead of classic forms of instruction. The video game used served to approach EFL by means of language exploratory activities designed according to the context present in the video game and the course linguistic objectives. This study was conducted on the grounds that computer technology offers the possibility of enhancing EFL instruction by means of simulating and augmenting the target language context. The researcher’s belief is that video games offer a learning environment closely related to students’ experiences and preferences. Results from this study suggest that students were more entertained and attentive and demonstrated more engagement and disposition towards their English classes. Students also learned about matters related to the target language and culture, and were not only circumscribed to linguistic ones. Similarly, results from this study shed some light on the importance of offering access to technology to students before they advance to higher education that support video-gaming practices in the classroom.

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Torres Cepeda, Nancy Maria, and Bertha Ramos Holguín. "The dynamic process of student-teachers’ construction of identity as future teachers." Cuadernos de Lingüística Hispánica, no. 38 (July 19, 2021): 1–20. http://dx.doi.org/10.19053/0121053x.n38.2021.11205.

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This paper reports the findings of a qualitative narrative-inquiry study aimed at exploring what English-as-a-Foreign-Language (EFL) student-teachers’ life stories revealed about their identity construction as future teachers. The project was carried out among eighth-semester student-teachers from a public university in Tunja, Boyaca (Colombia). Hence, the data collection drew upon written life stories and in-depth interviews. Findings suggest that there are some critical factors that helped student-teachers construct their identities as future EFL teachers. These factors are all tied to previous experiences of student-teachers as language learners themselves, a connection and affiliation they establish with their teacher educators as projected images they have of themselves as future teachers. Moreover, real teaching experiences were opportunities for student-teachers to make sense of the myriad issues education involves, which made them, develop positions towards education as future teachers.

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Buendía-Arias, Ximena Paola, Andrea André-Arenas, and Nayibe del Rosario Rosado-Mendinueta. "Factors Shaping EFL Preservice Teachers’ Identity Configuration." Íkala 25, no. 3 (September 12, 2020): 583–603. http://dx.doi.org/10.17533/udea.ikala.v25n03a02.

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Preservice EFL teachers face many challenges when developing their practicum. Such an experience shapes their identity and influences the teaching and learning processes. This descriptive case study is about preservice teachers’ identity formation and the factors that shaped their identity configurations during a practicum course offered at a state university in Colombia. Data, collected through interviews, reflective journals, and drawing-derived metaphors were analyzed using thematic analysis. The results identified participants’ value/belief system, personality traits, context, pedagogical decisions, reflective practice, and critical incidents as influential factors in their identity formation process. The findings also revealed that identity can be constructed through the intersection between the different experiences they go through during their practicum and their past and future trajectories. The study suggests that EFL teacher education programs should take explicit pedagogical actions to incorporate the identified factors in their curriculum. This could strengthen EFL preservice teachers’ identity configurations and prepare them better for their future teaching roles.

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García Montes, Paula Andrea, Juan Sebastián Martínez, and Andrés Romero. "Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis." Íkala, Revista de Lenguaje y Cultura 27, no. 1 (February 11, 2022): 105–24. http://dx.doi.org/10.17533/udea.ikala.v27n1a06.

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Teaching reforms, methods for teaching efl and institutional requirements present a significant number of contradictions in the activity system of efl pre-service teachers (pst). As novice practitioners, efl pst are exposed to these contradictions while engaging in new activity systems, particularly when learning to put theory into practice. Hence, this case study examines the contradictions that an efl pst, from a university in Córdoba, Colombia, faced when incorporating digital literacy practices (dlp) in her planning as a result of her interaction with the activity theory (at) elements. It also describes the shifts in agency that occurred when she was exposed to contradictory dynamics of teaching. The study involved the pst and a group of 35 students in 10th grade. Class observations and semi-structured interviews with the pst revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules. They also indicated how the identified contradictions could form the basis for a shift in her teaching activity system. These results suggest teaching programs should not only concentrate on how much our students learn new strategies but also on how much they have acquired transferable skills for transforming their contexts. Keywords: Activity theory; contradictions; digital literacy practices; pre-service teachers; efl; teacher education.

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Carvajal Medina, Nancy Emilce, Flor Ángela Hurtado Torres, Mónica Yohanna Lara Páez, Mariana Ramírez Sánchez, Harol Arley Barón Gómez, Dayana Alexandra Ayala Bonilla, and Cristian Moisés Coy. "Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (September 16, 2022): 596–626. http://dx.doi.org/10.17533/udea.ikala.v27n3a02.

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In addressing the 21st century neocolonial research condition, in this article the au- thors firstly discuss how academia in general, and elt in particular, may configure as oppressive colonizing sites. Secondly, they introduce their own experience as pre- service and in-service educators who took part in pedagogy of possibilities (pop) at a university in Tunja, Colombia. Indigenous principles like interconnectedness and relationality and Chicanx/Latinx concepts, such as bodymindspirit, path of cono- cimiento, and spiritual activism were foundational to these educators’ pop. To them, pedagogy was a political act to resist the disembodied/disengaged/dispassionate nature of teaching/researching/being in academia and beyond. This four-year crit- ical-community autoethnography, uses testimonies, journals, and artistic creations as knowledge-gathering methods to analyze how decolonizing teaching-research practices informed the re-signification of these educators’ personal and professional identities. Theoretical coding revealed that pop permitted participants to engage in decolonial practices of self-recognition, re-construction, empowerment, growth, and healing. The analysis also revealed that decolonizing the self leads to the adoption of a positionality where values such as care and respect for one’s self and communities are paramount to move forward social-justice-critical-decolonial agendas. The results suggest the need to re-signify elt pedagogical and educational practices beyond neo- liberal agendas which propose rankings, individualism, and competition.

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Meza, Angélica, Ingrid Rodríguez, and Lorena Caviedes. "Fostering EFL Preservice Teachers’ Academic Writing Skills Through Reflective Learning." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 89–106. http://dx.doi.org/10.15446/profile.v23n1.85145.

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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.

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Durán, Estefanía, and Katherin García. "Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 145–60. http://dx.doi.org/10.15446/profile.v23n1.85931.

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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.

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Pineda Báez, Clelia, and Amparo Clavijo Olarte. "Growing together as teacher researchers." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 65. http://dx.doi.org/10.14483/22487085.182.

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This article focuses on the description of an innovative academic program implemented in the Masters Program in Applied Linguistics to TEFL at Distrital University in Bogotá, Colombia that aimed at facilitating EFL teachers’ undertaking of research in schools in Bogotá. The process of working collaboratively included identifying teachers’ feelings related to their research capabilities. The program allowed students to develop awareness of the applications of qualitative research in education. This experience contributed to bridging the gap between reflective practice and research practices. It also promoted a high quality of academic debate.

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Nieto-Gómez, Yuly Andrea, and Amparo Clavijo-Olarte. "Situating Local Literacies at the core of ELT Curriculum in Higher Education." GIST – Education and Learning Research Journal 21 (December 21, 2020): 26–46. http://dx.doi.org/10.26817/16925777.830.

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This qualitative interpretive study carried out with four EFL teachers in an EAP course at a private university in Bogotá, Colombia addresses the disconnection that exists between curricular content and the life of students in education. From our understanding of literacy as a sociocultural practice we proposed a pedagogy that immersed teachers and students in community explorations to study local issues informed by different disciplines. Therefore, this study describes the ways teachers designed and implemented curriculum using community assets (Kretzmann & McKnight, 2003) to develop student agency. The issues addressed by students in their inquiries included improving civic practices in the cycling route; fostering river preservation; environmental issues with garbage in Bogotá; and possibilities to access higher education for young populations in Colombia. Using a grounded theory approach, we collected and analyzed data from class discussions, curricular units, semi-structured interviews and class observation. Findings reveal that community explorations fostered students’ agency towards studying social issues and promoted the construction of context-embedded opportunities for learning using students’ realities and topics of local relevance (Canagarajah 2005). The target language was used to reflect, pose problems, produce texts and participate in social reflections within an academic environment.

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Espinosa Torres, David Felipe, Iván Camilo González Bejarano, and Juliana Moreno Restrepo. "Feedback: understanding strategies and impact on EFL learning and teaching contexts." Enletawa Journal 10, no. 1 (November 19, 2018): 43–65. http://dx.doi.org/10.19053/2011835x.8669.

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Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

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Salazar Jaramillo, Pilar, and Yeyson Espejo Malagon. "Teaching EFL in a Rural Context through Place-Based Education: Expressing Our Place Experiences through Short Poems." European Journal of Sustainable Development 8, no. 3 (October 1, 2019): 73. http://dx.doi.org/10.14207/ejsd.2019.v8n3p73.

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This project implemented Place Based Education (PBE) as the basis to teach English to children from a rural school in Bogota, Colombia. Place Based Education is defined by (Sobel, 2004) as the process of considering not only the community, but also the environment as the beginning to teach concepts related to language arts and other subjects from the curriculum. In the case of our research project; we used PBE to teach English as a Foreign Language to two fourth grade rural classrooms. As for the objectives of our research, the first one sought to explore the role PBE had on approaching EFL students to their rural context and as for the second one, it was aimed to identify and describe the responses students had towards the writing of short poems based on the Genre-Based Approach (Hyland, 2007). Regarding the findings of our research project, it was evidenced that Place Based Education connected students to their rural surroundings and developed on them, an emotional bond towards their rural world. Regarding the writing of English, it was shown that the Genre- Based Approach permitted for students to feel confident and enthusiastic while writing in English. Furthermore, as part of the experiences students had with their local and English language, a book with the poems written by the students was created and published. Key words: Place Based Education, Genre- Based Approach, poetry for children, rural context, EFL

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Del Toro, Zaily Patricia, Ana Carolina Mercado, Milton Pájaro Manjarres, Luis Fernando Noriega, Willington Watts, and Milton Lopez Sanchez. "Challenges in English Teaching and Learning in Colombia." English Language Teaching 12, no. 4 (March 12, 2019): 57. http://dx.doi.org/10.5539/elt.v12n4p57.

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This article presents a reflection on the educational scenario that permeates the teaching of English as a foreign language (EFL) in its political, methodological, didactic, curricular and investigative dimensions. A description of the current English reading comprehension level in the national context is presented. On the other hand, from a transformative conception in which educational practices must be developed, different elements aiming to the development of formative practices are explored. This is achieved, with the active participation of all the subjects that participate in the educational process by conducting research, which plays a fundamental role that contributes to achieve the emancipation of human beings and the transformation of the environment where they live. Furthermore, this article invites readers to think about and transform the pedagogical practices that are around the teaching of English as a foreign language in Colombia, Latin America and the whole world. This is possible to be achieved, from a resignification of the curriculum and emerging didactics, focused on research and the multidimensionality of human beings.

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Contreras León, Janeth Juliana, and Claudia Marcela Chapetón Castro. "Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 135–49. http://dx.doi.org/10.15446/profile.v19n2.57811.

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This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders’ interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students’ work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students’ empowerment.

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Abello Llanos, Raimundo, and Katherine Pardo Sánchez. "Research and development models in higher education institutions of Colombia: the case of Universidad del Norte in the colombian caribbean region." Investigación & Desarrollo 22, no. 2 (July 1, 2014): 187–211. http://dx.doi.org/10.14482/indes.22.2.6615.

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González-Vallejos, María Paz. "El estudio del formador latinoamericano: un campo de investigación ‘en construcción’." Magis. Revista Internacional de Investigación en Educación 10, no. 21 (April 16, 2018): 35. http://dx.doi.org/10.11144/javeriana.m10-21.eflc.

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Se presenta una revisión sistemática de literatura latinoamericana sobre el formador, para articular un panorama de su estudio en la región entre 2005 y 2016. Se identifican como países de producción de estos artículos Argentina, Brasil, Chile, Colombia, Guatemala, México, Uruguay y Venezuela. Utilizando un análisis temático, se identifican tópicos y metodologías en los estudios revisados; así mismo, conclusiones y desafíos para la investigación sobre el formador. Se concluye que el formador como objeto de investigación en Latinoamérica es un campo con escaso avance teórico y empírico, es decir, se encuentra en ‘proceso de construcción’. Se proponen orientaciones para la investigación.

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Sarmiento Sierra, Marisol. "A Guided Reading of Images: A Strategy to Develop Critical Thinking and Communicative Skills." Colombian Applied Linguistics Journal 12, no. 2 (April 11, 2011): 72. http://dx.doi.org/10.14483/22487085.84.

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This article describes the effects of a strategy aimed at helping students develop critical thinking and communicative skills by means of a program for guided reading of images using the questioning technique in an EFL context. Many teachers are not prepared for the education of critical thinkers as part of their curricular work. This is a qualitative descriptive research study carried out with third graders from a public school in Bogotá, Colombia in which field notes, artifacts, and questionnaires were used as data collection instruments. The study showed that the program activated children’s mental processes to allow them to move from basic to higher levels of critical thinking while communicating their thoughts in Spanish as well as using vocabulary in English. This strategy could be used by teachers of different disciplines.

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Alvarez Ayure, Claudia Patricia. "Expanding the value of CLIL: Perspectives from primary to higher education." Latin American Journal of Content & Language Integrated Learning 13, no. 2 (January 14, 2021): 155–62. http://dx.doi.org/10.5294/laclil.2020.13.2.1.

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The world continues to evolve, where globalization has been the driving factor behind changes in society, thereby creating challenges that could be seen as opportunities in education. Areas such as collaboration, teamwork along with intercultural awareness and communication are just a few of the areas that are being addressed in the educational arena amongst practitioners. Approaches such as Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI) and English as a Medium of Instruction (EMI) have proven to be viable options for bi/multilingual educational environments across the globe. This editorial discusses research from four continents – the Americas, Asia, Europe, and the Middle East (The United States of America, Taiwan, Iran, Mexico, Turkey, Colombia, Puerto Rico, and Italy) – reporting on the diversity in integrating content and language in bi/multilingual teaching environments. Key issues such as children’s literature and CLIL, reading comprehension in English as a Foreign Language (EFL), language objectives in lesson plans and assessment in content-based instruction. Furthermore, EMI and the internationalization of higher education, teachers’, and students’ beliefs on the use of Spanish in an advanced English classroom and the implementation of CLIL in the field of pharmacology will also be discussed, where insights into how content and language are integrated at the different educational levels.

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Díaz-Ríos, Claudia Milena, and Jorge Enrique Celis-Giraldo. "Unwanted Effects of Job Training in Secondary Education in Colombia." Educación y Educadores 13, no. 2 (August 1, 2010): 199–216. http://dx.doi.org/10.5294/edu.2010.13.2.2.

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María A, Martínez Hernández, Vargas Cuevas Junior A, and Ramírez Valencia Astrid. "TED Talks as an ICT Tool to Promote Communicative Skills in EFL Students." English Language Teaching 11, no. 12 (November 18, 2018): 106. http://dx.doi.org/10.5539/elt.v11n12p106.

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In many EFL classrooms in Colombia, it is evident how students struggle trying to use English to communicate; nonetheless, with the revolution of ICTs that has taken place in the last years, there is a variety of tools available to support English learning autonomously with applications, blogs, and online courses; however, many of these tools were not originally designed for teaching but can be adapted for such purpose. TED is a website and a downloadable application where videos are shared in which you can see a wide variety of English speakers born in many parts around the world speaking in a fun and familiar manner with the audience about various topics of interest that besides, come along with cultural content, which extends the range of accents, words, expressions, and ways of referring to the same topic. In this action research, we propose a reflection on the incidence of TED talks on the teaching and learning of English as a foreign language. The instruments used to collect data were interviews, questionnaires, and teacher journals. The use of these videos provided the students with all the communicative elements that allowed them to use English to express their ideas. This offers a glimpse of how useful authentic videos and subtitles are when encouraging students to learn English.

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Ordóñez, Claudia Lucía. "EFL and Native Spanish in Elite Bilingual Schools in Colombia: A First Look at Bilingual Adolescent Frog Stories." International Journal of Bilingual Education and Bilingualism 7, no. 5 (August 2004): 449–74. http://dx.doi.org/10.1080/13670050408667825.

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Gutierrez, Claudia Patricia. "Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons." Colombian Applied Linguistics Journal 17, no. 2 (October 23, 2015): 179. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.2.a01.

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Foreign language teaching and learning is an issue of high relevance nowadays in Colombia. Unfortunately, language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect their everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs. To gain a better understanding of the implication of this shift, this study explored the beliefs, attitudes, and reflections of three student-teachers, from a foreign language teaching program at a public university, towards the exploration of critical literacy theories, and the design and implementation of critical lessons. Data collected included audio-recordings of group discussions and individual interviews with the three participants, their reflections in different stages, lesson plans, and class observations of their lesson implementation. Results from this study suggest that exposing future EFL teachers to critical literacy approaches to language teaching can have different effects on their perspectives towards education and their teaching practice. Thus, their beliefs and attitudes towards Critical Literacy Theories can be continuously transformed as they face various situations in the exploration and implementation of these theories.Key words: pre-service EFL teachers, Critical Literacies, Language teacher preparation programs, Teaching practicum.

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Castaño-Duque, Germán Albeiro, and Lucelia García-Serna. "A Theoretical Review of the Quality of Higher Education in the Colombian Context." Educación y Educadores 15, no. 2 (August 1, 2012): 219–43. http://dx.doi.org/10.5294/edu.2012.15.2.3.

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Pirela Morillo, Johann, and Nelson Javier Pulido Daza. "Actualización curricular del Programa de Sistemas de Información y Documentación de la Universidad de La Salle- Colombia." Investigación Bibliotecológica: archivonomía, bibliotecología e información 32, no. 74 (February 22, 2018): 145. http://dx.doi.org/10.22201/iibi.24488321xe.2018.74.57924.

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Se expone el proceso de investigación que dio origen a la actualización curricular del Programa de Sistemas de Información y Documentación (PSID) de la Universidad de La Salle-Colombia, enmarcado en el Proyecto Educativo y Enfoque Formativo Lasallistas (PEUL y EFL). Utilizando la triangulación de técnicas, instrumentos y acto res como estrategia metodológica en la cual se sustentó el estudio, se concretan apuestas significativas acordes al perfil del profesional de la información mediadas por una demanda laboral, que se hacen explícitas en la actualización del currículo, fortaleciendo las líneas de la bibliotecología, la archivística y los sistemas de información con una tendencia hacia la formación investigativa, enfocada a incluir nuevas modalidades de grado, todo ello alineado con perfiles y competencias orientadoras de una nueva malla curricular articulada con líneas de investigación institucional que harán mucho más significativa y pertinente la formación de profesionales de la información. Como conclusión se aspira a que el recorrido metodológico seguido para la actualización curricular del PSID aporte insumos para la construcción de caminos metodológicos propios sobre cuya base se aborden procesos de evaluación curricular en Bibliotecología, Archivología y Ciencias de la Información en América Latina.AbstractThe research leading to the updated curriculum of the Information and Documentation Systems Program (PSID) of the Universidad de La Salle-Colombia,(part of the Educational Project and Lasallian Formative Approach (PEUL and EFL) is presented. Using triangulation of techniques, instruments and actors as the basis of the methodological approach, the study makes key observations regarding professional profile of graduates and labor market demand serve to guide the curriculum update, which fortifies the areas of librarianship, archival science, and information systems through research training, while providing for new degree modalities. These updates are all aligned with institutional lines of research, making them much more meaningful and relevant to the education of information professionals. The methodology deployed for the PSID curriculum update provides materials for an institution to deploy its own methodological approach that can provide the foundation for curriculum evaluation processes addressing the areas of Library Science, Archivology and Information Sciences in Latin America.

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Durán, Diana Carolina. "Fostering Written Production of Review Texts among EFL University Students Through a Genre-Based Approach." Íkala 26, no. 1 (January 28, 2021): 117–38. http://dx.doi.org/10.17533/udea.ikala.v26n02a10.

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This study investigated the effects of a Genre-Based Approach (gba) on 54 participants’ abilities to write a review text of a mobile application or website while reflecting on the “evaluating a text” function embedded in the target genre. The participants belonged to a pre-intermediate (A2.2 cefr) efl course offered at a university in Bogotá, Colombia that has implemented a gba for over five years. The program recently adapted the teaching and learning cycle to give more prominence to the students’ active participation in the Joint Construction phase by including systematic peer feedback with the further purpose of giving learners more independence from the teacher. The study aimed to assess the effects of the implementation on participants’ written production and to explore their insights and awareness of the selected genre. Data were collected through students’ artifacts, an online questionnaire, and focus groups, and were analyzed following a mixed-methods approach that incorporated grounded theory and descriptive statistics. Findings suggest an overall comprehension of the social purpose of the chosen genre, outstanding achievements of the task, a favorable acceptance of the implementation, and a perception of usefulness related to the peer feedback routines, although peer feedback was also considered the biggest challenge the participants faced.

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Toledo Lara, Gustavo. "Colombia and Venezuela: an Approach to the Analysis of Public Policy University between 2000 and 2010." Estudios sobre Educación 28 (2015): 211–32. http://dx.doi.org/10.15581/004.28.211-232.

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Castillo-Figueroa, Dennis, María Alejandra Cely-Gómez, and Fausto Sáenz-Jiménez. "Educación ambiental, actitudes y conocimiento de comunidades rurales sobre el Cóndor Andino en el páramo El Almorzadero (Santander, Colombia)." Luna Azul, no. 48 (January 1, 2019): 70–89. http://dx.doi.org/10.17151/luaz.2019.48.4.

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Journal articles on the topic 'Colombian EFL education'

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