GIST – Education and Learning Research Journal <p><a href=""><br></a>GiST Journal&nbsp; is currently listed in the following international agencies: MLA - Modern Language Association, ERA - Educational Research Abstracts, Linguistics Abstracts Online, ERIC, CLASE - Citas Latinoamericanas en Ciencias Sociales y Humanas, Proquest CSA, EBSCO Host, Dialnet, REDIB, DOAJ, Emerging Sources Citation, and Ulrich´'s Periodicals Directory.&nbsp; The journal's focus is to disseminate the results of national and international research being carried out in the field of language education, in particular bilingual education, as well as innovations in language teaching and learning.&nbsp; As GIST is a bi-annual publication, the Editorial Committee of carries out two calls for papers, approximately in April and November of each year. <a href=""></a></p> Institución Universitaria Colombo Americana-ÚNICA en-US GIST – Education and Learning Research Journal 1692-5777 Reviewers <p>Gist would like to thank the following reviewers for their valuable comments and thoughtful revision:</p> <p>&nbsp;</p> <p>Juan Carlos Torres Rincón, <em>Universidad de La Sabana</em>, Colombia</p> <p>Jhonatan Vásquez Guarnizo, <em>UPTC</em>, Colombia</p> <p>Jair Ayala-Zárate, <em>Educational Testing Services</em>, Colombia</p> <p>Mohammad Kazemian,&nbsp;<em> Islamic Azad University, </em>Iran</p> <p>Enrique Vez, <em>Universidad Veracruzana</em>, Mexico</p> <p>Mauricio Arango, <em>Universidad de Caldas</em>, Colombia</p> <p>Jorge Eduardo Pineda Hoyos, <em>Universidad de Antioquia</em>, Colombia</p> <p>Victor Pavón, <em>Universidad de Córdoba</em>, Spain</p> <p>Turgay Han, <em>Kafkas University</em>, Turkey</p> <p>Juan Ríos Vega, <em>Bradley University</em>, USA</p> <p>Rigoberto Castillo, <em>Universidad Distrital Francisco José de Caldas</em>, Colombia</p> <p>Sanja Škific, <em>University of Zadar</em>, Croatia</p> <p>Alexander Ramírez, <em>Universidad del Valle</em>, Colombia</p> Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 Editorial <p>Welcome to a new issue of GiST Journal! This edition incorporates contributions about Content Language Integrated Learning, Teachers’ Cognitions, and ICTs, among many other aspects. This issue reflects all the learning researchers and teachers have gained during the pandemic in the implementation of ICTs for teaching languages. <strong>Silva-Perdomo, Duero-Naranjo and Castañeda</strong> report a narrative study with the aim understanding students’ experiences in English courses while using ICT. Also, <strong>Çakan Uzunkava and Gül </strong>report a study aimed to evaluate the contribution of the activities prepared with Web 2.0 technologies in the achievement of music lessons. Additionally, it aimed to understand the perceptions towards the use of technologies in different areas of learning.</p> <p>Regarding methodological interests, <strong>Mosquera-Pérez </strong>contributes a theoretical reflection upon Content Language Integrated Learning (CLIL) and the challenges regarding its implementation in Colombia. Also, <strong>Roberto, Arias-Rodríguez and Herreño </strong>reports case study which aim was promoting critical thinking skills in Law students by using virtual tools. <strong>Yarim, Yildirim, and Akan</strong>’s phenomenological study explores the factors behind teacher candidates’ motivation concerning the profession. <strong>Adem and Berkessa</strong> contribute a mixed-method study whose goal was exploring teachers’ cognitions in relation to teaching speaking. Least but not least, <strong>Mora </strong>questions us about the frameworks we have used for the teaching and learning of English in Colombia, ambitiously proposing the move from English as a Foreign Language (EFL) to English as a Colombian Language (ECL) and, finally, to Colombian English (CE) for the benefit of equity.</p> <p>We invite ELT scholars in Colombia and abroad to continue disseminating the results of their research and reflections and we thank the continuous support given by the members of our editorial and scientific committees, authors, and readers.</p> Carlo Granados Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 CLIL in Colombia: Challenges and Opportunities for its Implementation. <p>CLIL “Content and Language Integrated Learning” is an approach that has been gaining momentum in applied linguistics within the last few years. Although at first its implementation might appear to be something simple, as there is a tendency to think that for the successful application of CLIL based lessons it is only necessary to impart classes in English, in fact, there is a series of elements that language teachers and scholars should be take into consideration before reducing such an innovative approach to that simplistic view. Hence, in this reflective article I address some of the challenge and opportunities that may arise when implementing this innovative metho to language teaching with an especial emphasis on the Colombian context. Within the context of this reflective article, firstly I present a general theorization of the CLIL approach. Secondly, I reflect on three of the challenges as well as on three the opportunities for the implementation of said approach in our national context. Finally, I present the conclusions. &nbsp;&nbsp;&nbsp;&nbsp;</p> Jhon Eduardo Mosquera Pérez Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 7 24 10.26817/16925777.1347 Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE <p>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.</p> Raúl Alberto Mora Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 25 42 10.26817/16925777.1137 Motivation Factors Of Candidates Teachers For Their Professions <p>The purpose of this research is to determine the motivation factors of teacher candidates regarding the teaching profession. For this purpose, this study was designed with a cross-sectional scanning model, since the data collection process was carried out in one go. The study group of the research, which was designed with the phenomenology pattern, which is one of the qualitative research methods, consists of 20 teacher candidates studying in various departments of Atatürk University Kazım Karabekir Faculty of Education in the 2021-2022 academic year. The data obtained with the semi-structured interview form were analyzed with the help of content analysis. According to the results of the research, teacher candidates are more positively motivated by internal factors related to the teaching profession. Almost all of the negative motivational factors are exogenous. It is seen that these motivational factors affect the attitudes and perceptions of teacher candidates towards their profession. It can be ensured that competent teachers who are motivated by their work can be trained by increasing the motivational elements that are seen as positive by the novice teachers and by reducing the elements that are seen as negative. In this way, significant gains can be achieved at the point of achieving educational goals.</p> Mehmet Ali Yarım İsa Yildirim Durdağı Akan Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 43 63 10.26817/16925777.1319 EFL Teachers’ Cognitions about Teaching Speaking Skills <p>The main purpose of this study was to explore EFL teachers’ cognitions about teaching speaking. To achieve the purpose, a sequential mixed-methods research strategy was employed. The participants were secondary and preparatory school English language teachers in Gurage Zone. A questionnaire was administered to 192 teachers while an interview was conducted with four teachers. In analyzing the data, descriptive and bivariate analyses were computed for the quantitative data, and a qualitative content analysis was used for the qualitative data. The findings revealed that speaking was not the skill teachers enjoyed teaching and learners liked to learn. The teachers considered speaking as the weakest part of their learners. To most of the teachers, learning speaking was different and difficult from learning other language skills. So far as the classroom activities are concerned, the teachers regarded group discussion as the most effective. Despite all the problems, the teachers’ self-concept was optimistic, but they were pessimistic about the students’ interest in learning to speak. It was found that most teachers’ beliefs were primarily influenced by prior teaching experiences. The teachers ranked the relationship between their beliefs and the classroom practices as fair. Teachers thought the teaching of speaking was predominantly influenced by learner-related factors. Moreover, there were teachers’ beliefs that showed statistically significant relationships to their gender and year of teaching experience. The study concludes that the teaching of speaking is still one of the disregarded areas of English language teaching. Based on the findings, further investigations and training are also recommended.&nbsp;</p> Habtamu Adem Mendida Berkessa Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 65 94 10.26817/16925777.1308 The Contribution of the Activities Prepared with Web 2.0 Technologies to the Level of Learning <p>It is thought that the activities prepared with Web 2.0 technologies will contribute significantly to the achievements of music lessons, increase the learning speed by embodying abstract concepts; the activities prepared by considering the interests and wishes of today's generation z students will positively affect their attitudes and motivations towards the lesson. In this research, it is aimed to evaluate the contribution of the activities prepared with Web 2.0 technologies for the sound formation unit within the scope of the music lesson to the learning levels of the students. The study group consists of 220 students in the 9th grade of Trabzon Affan Kitapçıoğlu Anatolian High School. A 9-question knowledge test was applied as a measurement tool to make determinations regarding the realization of the achievements in the unit of "formation of sound". In the study, interviews were conducted with a randomly selected 8 student group in the study group. Content analysis technique was used to analyze the data obtained as a result of the interviews. In line with the findings obtained from this study, it was determined that the activities prepared with Web 2.0 technologies contributed to the students' self-knowledge, self-confidence, protection of voice, voice change, and field expert knowledge, also provided ease of learning theoretical knowledge.</p> <p><strong>Key Words:</strong> Technology, web 2.0 tools, music education</p> Melike Çakan Uzunkavak Gülnihal Gül Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 95 117 10.26817/16925777.1395 Constructing Critical Thinking Scenarios in Online Legal English Classes <p>This paper reports a qualitative research on constructing critical thinking scenarios in online legal English classes at a private university in Colombia. This study aimed to enhance law students’ critical thinking skills development in EFL (English as a Foreign Language) classroom through virtual tools by&nbsp;&nbsp; implementing a descriptive case analysis. Data were gathered through a journal, a survey and a focus group. It was demonstrated that when students are trained in critical thinking, they learn to develop specific abilities such as reasoning, making proposals, identifying and solving problems, making inferences, making decisions according to their prior knowledge and the context needs. Furthermore, the strategies contributed to improving students' communication skills in the foreign language.</p> Eliana Edith Roberto Florez Gladis Leonor Arias-Rodríguez Yomaira Angélica Herreño-Contreras Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 119 140 10.26817/16925777.1339 Experiences of English as Foreign Language student using ICT in their learning process <p>This article presents the results of a narrative analysis that looked into some EFL students’ experiences related to their English learning processes and the use of ICT (Information and Communication Technologies). The study was carried out at a university in southern Colombia. The main objective was to understand the participants’ experiences in the institutional English courses at a university while using ICT during their language learning process. The data was collected through in-depth interviews and life stories. The English students’ experiences are relevant to validating a new teaching tool or strategy in a specific context. The main conclusion indicates that ICT in language teaching needs to be articulated with other appropriate tools, practices, methodologies, and approaches to achieve meaningful learning.</p> Julian Dario Silva-Perdomo María Soledad Duero-Naranjo Jairo Enrique Castañeda Trujillo Copyright (c) 2022 GIST – Education and Learning Research Journal 2022-06-30 2022-06-30 24 141 165 10.26817/16925777.1396