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> en-US (Kaithie Ramírez Correa) (Kaithie Ramírez Correa) Wed, 23 Jun 2021 00:00:00 -0500 OJS 60 The Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners <p>This case study attempts to elucidate the effects that the use of mobile phones as tools for teaching reading have in fostering motivation in EFL students. Through the use of qualitative research techniques, the professor executes a set of activities in a reading techniques course for second-year English language learners; focus groups and questionnaires help gather the students' perceptions on their involvement, enjoyment, and investment; the atmosphere created during the implementation of the activities, and their overall experience. In conclusion, the ubiquity of cell phones provides advantages in the development of motivation towards learning English and in fostering independence.</p> Roger Segura Arias Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 23 Jun 2021 00:00:00 -0500 An Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from the stakeholders <p>This article reports on a mixed-methods research study in five English Language Teaching Master’s programs in Colombia. The purpose was to identify research problems as well as the strategies of intervention that M.A candidates and alumni dealt with in their theses. This study identified prevalent research methods, techniques, and instruments. The data collection methods included documentary analysis, four focus groups with students, four informal talks with the faculty, four interviews with the coordinators of the programs, and surveys with graduate students, professors, thesis advisors and administrators of these programs. Results suggest a preference for action research on issues of language skills, curriculum design, cognitive and affective factors. Pedagogical innovations dealt with ICT, ELT methods, and language learning strategies. Another result indicated that program participants considered the master’s as the most enriching professional development opportunity they have had. This study makes a call to local and national governments to continue funding continued graduate education and to make it a policy independent of partisan agendas.</p> Margarita Maria Lopez-Pinzón, Odilia Ramirez-Contreras, Luisa Fernanda Vargas-Orozco Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 23 Jun 2021 00:00:00 -0500 Enhancing Permanence for Vocabulary Learning on 2nd Grade Students in Turkey Through Music <p>Music plays an important role in students' language development. Because the process of acquiring and developing language skills of the individual and the process of learning to make music work have many similarities. In this study, the effect of teaching word with music with the normal intelligence and development level of 2<sup>nd</sup> grade students on the learning of the meaning of the word and ensuring the permanence of the word has been examined. Quasi-experimental design with experimental control group was used in the study. The research was carried out with 43 second grade students and the data were analyzed with ANOVA test. According to the results of the study, it is concluded that the teaching of vocabulary with music both the meaning of the word and providing the persistence of learning was found to be useful.</p> Omer Faruk Tavsanli, Abdullah Kaldirim, Tayyar Erdem Gedikli Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 28 Jul 2021 00:00:00 -0500 Moving from What Do English Teachers know? to How Do English Teachers Experience Knowledge? A Decolonial Perspective in the Study of English Teachers’ Knowledge <p>There has been a continuing interest in defining what comprises English teachers’ knowledge with the purpose of defining the boundaries of the English Teaching field and developing it as a respected discipline in education (Richards, 1990). The objective of this paper, shaped by the tenets of the Decolonial Turn, is to share some of the results of studying teachers’ knowledge with a view of knowledge described by Anzaldúa (2000) as “an overarching theory of consciousness… that tries to encompass all the dimensions of life, both inner –mental, emotional, instinctive, imaginal, spiritual, bodily realms—and outer—social, political, lived experiences.” (p. 177). Data were gathered by means of testimonial narratives, and their analysis followed some guidelines of Benmayor’s (2012) framework of testimonial narratives writing and communal analysis. The study is also inspired by and grounded on the <em>Epistemologies of the South</em> (Sousa Santos, 2004, 2006, 2016, 2018) to think of knowledge beyond the cognitive experiences of teachers. Some of the results show that teachers’ knowledge is something experienced by them not only in their cognition but also in their emotions and body. Not only do teachers rely on content, pedagogical or methodological knowledge, but also on emotion, as evidenced in a sample of teachers’ testimonial narratives.</p> Adriana Castañeda-Londoño Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 23 Jun 2021 00:00:00 -0500 Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills <p>As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.</p> Zeynep Çetin Köroğlu Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 23 Jun 2021 00:00:00 -0500 Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School Teachers <p>Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers’ perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers’ foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers’ perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.</p> Ximena Burgin, Sheila Coli, Mayra C Daniel Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 23 Jun 2021 00:00:00 -0500 Factors that De-motivate EFL Students’ Class Participation at a School of Languages <p>The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.</p> Diana Iveth Sánchez-Hernández, Enrique Vez López, Yeraldi García-Barrios Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 23 Jun 2021 00:00:00 -0500 Awakening Sociocultural Realities in Pre-service Teachers Through a Pedagogy of Multiliteracies <p>Language learning that is grounded on learners’ sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope &amp; Kalantzis, 2009) to embrace diverse modes of communication and to expand learners’ possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning.</p> Angela Yicely Castro-Garcés Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 28 Jul 2021 00:00:00 -0500 Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context <p>Different authors have argued that collaborative work among children helps them to negotiate meanings and find solutions for learning. In this article, we describe a study conducted to validate a set of lesson plans specifically designed for collaborative work with children in collaborative learning spaces. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children’s reactions to collaborative work. As well, teachers responded a questionnaire on their perception of the lesson plans and collaborative learning. Results show that children can indeed work in collaboration when given the adequate conditions. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.</p> Daisy Catalina Carvajal Ayala, Ricardo Alonso Avendaño-Franco Copyright (c) 2021 GIST – Education and Learning Research Journal Wed, 23 Jun 2021 00:00:00 -0500 Reviewers <p><strong>Juan Carlos Torres Rincón</strong>, <em>Universidad de La Sabana</em>, Colombia</p> <p><strong>Ayşegül Takkaç-Tulgar</strong>, <em>Atatürk University, </em>Turkey</p> <p><strong>Sanja Škific</strong>, <em>University of Zadar</em>, Croatia</p> <p><strong>Bertha Ramos Holguín</strong>, <em>Universidad Pedagógica y Tecnológica de Colombia</em></p> <p><strong>Rigoberto Castillo</strong>, <em>Universidad Distrital Francisco José de Caldas</em>, Colombia</p> <p><strong>Alexander Ramírez</strong>, <em>Universidad del Valle</em>, Colombia</p> <p><strong>Paul Abraham</strong>, <em>Simmons College</em>, USA</p> <p><strong>Jhonatan Vásquez-Guarnizo</strong>, <em>Universidad Pedagógica y Tecnológica de Colombia</em></p> <p><strong>Yamith Fandiño</strong>, <em>Universidad de la Salle</em>, Colombia</p> <p><strong>Derly Céspedes</strong><em>, Universidad Antonio Nariño</em>, Colombia</p> <p><strong>Mauricio Arango</strong>, <em>Universidad de Antioquia</em>, Colombia</p> <p><strong>Claudia Acero</strong>, <em>Universidad de La Sabana</em>, Colombia</p> <p><strong>Jair Ayala-Zárate</strong>, <em>Educational Testing Services</em>, Colombia</p> <p><strong>Turgay Han</strong>, <em>Kafkas University</em>, Turkey</p> <p><strong>Maria Elena Garassin</strong>i, <em>Institución Universitaria Colombo Americana-ÚNICA</em>, Colombia</p> <p><strong>Josefina del Carmen Santana Villeg</strong>as, <em>Universidad Panamericana</em>, Mexico</p> <p><strong>Fredy Rozo</strong>, <em>Fundación Universidad de América</em>, Colombia</p> <p><strong>Marian Olaya</strong>, <em>Universidad Pedagógica y Tecnológica de Colombia</em></p> <p><strong>Meral Gözüküçük</strong>, <em>Kafkas University</em>, Turkey</p> Editor Institución Universitaria Colombo Americana ÚNICA Copyright (c) 2021 GIST – Education and Learning Research Journal Tue, 15 Jun 2021 00:00:00 -0500