Abstract: The objective of this pilot study is to describe the effects of different types of written corrective feedback on the acquisition of the simple past tense in English, in a higher education context. A quasi-experimental design is applied, with intact classes, with a pre- and post-test, and a control group. The sample consists of 62 university students who are Spanish native speakers L1 with an intermediate English level (B1). In general, the findings indicate that the experimental groups obtained better results than the control group in the post-test. However, due to certain limitations of the pilot study, the results must be viewed with caution. The results and analysis suggest that corrective feedback positively affects the acquisition of the simple past tense of English and that of all types of feedback, direct corrective feedback is the most effective.

Resumen: Este estudio piloto se propone como objetivo describir los efectos de los distintos tipos de retroalimentación correctiva escrita en la adquisición del pasado simple del inglés, en un contexto de educación superior. Se aplica un diseño cuasi-experimental, de clases intactas, con pre y post - test y grupo control. La muestra del estudio está constituida por 62 estudiantes universitarios, hablantes de español como L1, con nivel pre intermedio en inglés (B1). En general, los hallazgos indican que los grupos experimentales obtuvieron mejores resultados que el grupo control en el post-test. Sin embargo, debido a ciertas limitaciones del estudio piloto, los resultados hay que visualizarlos con cautela. A partir de los hallazgos y del análisis se concluye que la retroalimentación correctiva escrita sí tiene un efecto positivo en la adquisición del pasado simple del inglés y que, de todos los tipos, la directa es la más eficaz.

The widespread effects of the COVID-19 pandemic in March 2020 led to the suspension of various activities, including education. Institutions responded by shifting to online learning, albeit facing challenges. Student perceptions on online learning are valuable for academic leadership in shaping pedagogies and policies. This study examines Speech-Language Pathology and Audiology students' perceptions (n=43) of online classes during the pandemic. Findings from a descriptive online survey with convenience sampling show that students favoured advantages such as recorded lectures, access to online materials, and self-paced study. However, they highlighted drawbacks like technical issues, limited patient interaction, and reduced engagement with lecturers. Online learning was regarded as effective for enhancing knowledge than for developing clinical skills or social competencies, whilst face-to-face teaching was seen as more effective for fostering clinical skills and social competence compared to online learning. While online learning was initially seen as a response to the pandemic, its formalization as part of a blended education approach in South African universities should align with global trends.

O debate acadêmico sobre internacionalização do ensino superior, acumulado nas últimas três décadas, discorre sobre estratégias de políticas científicas de universidades e governos no intuito de galgarem melhores posições em rankings universitários. No Brasil, a internacionalização está bastante vinculada à Avaliação dos Programas de Pós-graduação (CAPES), sendo um dos principais indicadores, meta fundamental para o desenvolvimento científico e excelência do ensino superior do país. Esta pesquisa realiza uma análise cientométrica da produção do conhecimento sobre o tema a partir de 251 teses e dissertações, defendidas entre 2013-2022, com o objetivo de responder: a) quais os temas predominantes nessas produções e como eles dialogam entre si? b) Como essa produção se comporta em suas dimensões geográfica, institucional e de campo de conhecimento? Como resultados, constatamos que a produção se destaca nas áreas de Educação e Administração, com concentração na região sul. Tematicamente, é significativa a ênfase na avaliação da ciência e dos programas de pós-graduação, a dimensão estudantil em programas de mobilidade internacional, além de aspectos relativos ao ensino. A análise de rede bimodal (áreas e palavras) nos permite indicar a evidência de pelo menos quatro agendas de pesquisa: (i) Políticas educacionais e de ensino, com ênfase para a pós-graduação, (ii) Gestão e planejamento do ensino e das IES, (iii) Língua estrangeira e colonialidade, e (iv) Políticas governamentais, regulação e produção acadêmica.

The academic debate about internationalization of higher education, which has accumulated over the last three decades, discusses the scientific policy strategies of universities and governments in order to achieve better positions in university rankings. In Brazil, internationalization is linked to the Evaluation of Postgraduate Programmes (CAPES), which is one of the main indicators, and is a fundamental goal for scientific development and excellence in higher education in the country. This research conducts a scientometric analysis of the production of knowledge on the subject from 251 theses and dissertations defended between 2013-2022, with the aim of answering: a) what are the predominant themes in these productions and how do they dialogue with each other? b) How does this production behave in its geographical, institutional and field of knowledge dimensions? We found that the production stands out in the areas of Education and Administration, with a concentration in the southern region. Thematically, there is a significant emphasis on the evaluation of science and postgraduate programs, the student dimension in international mobility programs, and aspects related to teaching. In addition, the bimodal network analysis (areas and words) allows us to point to evidence of at least four research agendas: (i) Educational and teaching policies, with an emphasis on postgraduate level, (ii) Management and planning of teaching and HEIs, (iii) Foreign language and coloniality, and (iv) Government policies, regulation and academic production.

Abstract This study addresses the problem of cognitive injustice that persists in Mexico, despite the mechanisms proposed to guarantee the rights of indigenous peoples. Given that higher education is fundamental for the generation and transmission of knowledge, theoreticalnarrative research was carried out to examine how this problem is manifested from the discourse of people from indigenous peoples immersed in the educational system. The theoretical framework proposes solutions based on concepts such as inclusion and university autonomy. The results indicate that the participants understand the problem from perspectives more relevant to their context, referring to historical errors of the colonial era, and offer measures so that the school reflects the social system. It is found that one of the manifestations of cognitive injustice is in official curricular designs, given the close relationship between culture, language and knowledge. Together with the participants, the limited participation of indigenous peoples in the development of academic plans and programs is questioned.

Resumen Este estudio aborda el problema de la injusticia cognitiva que persiste en México, a pesar de los mecanismos propuestos para garantizar los derechos de los pueblos indígenas. Dado que la educación superior es fundamental para la generación y transmisión del conocimiento, se realizó una investigación teórico-narrativa para examinar cómo se manifiesta esta problemática desde el discurso de personas de pueblos originarios inmersas en el sistema educativo. El marco teórico propone soluciones basadas en conceptos como inclusión y autonomía universitaria. Los resultados indican que los participantes entienden el problema desde perspectivas más pertinentes a su contexto, remitiendo a errores históricos de la época colonial, y ofrecen medidas para que la escuela refleje el sistema social. Se encuentra que una de las manifestaciones de la injusticia cognitiva está en los diseños curriculares oficiales, dada la estrecha relación entre cultura, lengua y conocimientos. Junto a los participantes, se cuestiona la limitada participación de los pueblos originarios en la elaboración de planes y programas académicos.

ABSTRACT Globalization and increasing demands on specialists determined the need to learn a foreign language in the modern world. Consequently, higher education institutions (HEIs) need to improve the educational programme for the preparation of future specialists for professional activities. The aim of this research was to determine the effectiveness of the use of modern digital technologies during the study of a foreign language by medical students and to identify the students’ personal attitude during the experiment. The research employed the methods of expert evaluation, pre- and post-testing (Common European Framework of Reference for Languages (CEFR)), a survey with the inclusion of a technology perception model. Cronbach’s alpha was used to check the reliability of the used questionnaires. Cohen’s kappa coefficient and Pearson’s chi-squared test were used for statistical processing of the results. The study found that students of the experimental group (EG) who studied using different digital technologies showed significant success in improving foreign language skills after the final test than students of the control group (CG). It is also worth noting that EG students were more motivated to use digital technologies after the experiment.The novelty of this study is that the study of English by medical students was carried out using digital technologies that were chosen according to the age, profession and foreign language proficiency level of the experimental sample of students. Prospects for further research may be to determine the effectiveness of artificial intelligence during foreign language learning by medical students.

RESUMEN La globalización y las crecientes exigencias a los especialistas determinaron la necesidad de aprender una lengua extranjera en el mundo moderno. En consecuencia, las instituciones de educación superior (IES) necesitan mejorar el programa educativo para la preparación de futuros especialistas para actividades profesionales. El objetivo de esta investigación fue determinar la efectividad del uso de tecnologías digitales modernas durante el estudio de una lengua extranjera por parte de estudiantes de medicina e identificar la actitud personal de los estudiantes durante el experimento. La investigación empleó los métodos de evaluación de expertos, pruebas previas y posteriores (Marco Común Europeo de Referencia para las Lenguas (MCER)), una encuesta con la inclusión de un modelo de percepción tecnológica. Se utilizó el alfa de Cronbach para comprobar la fiabilidad de los cuestionarios utilizados. Para el procesamiento estadístico de los resultados se utilizó el coeficiente kappa de Cohen y la prueba chi-cuadrado de Pearson. El estudio encontró que los estudiantes del grupo experimental (EG) que estudiaron utilizando diferentes tecnologías digitales mostraron un éxito significativo en mejorar sus habilidades en lenguas extranjeras después de la prueba final que los estudiantes del grupo de control (CG). También vale la pena señalar que los estudiantes de GE estaban más motivados para utilizar tecnologías digitales después del experimento. La novedad de este estudio es que el estudio del inglés por parte de estudiantes de medicina se realizó mediante tecnologías digitales que fueron elegidas según la edad, profesión y nivel de dominio de lengua extranjera de la muestra experimental de estudiantes. Las perspectivas para futuras investigaciones pueden ser determinar la efectividad de la inteligencia artificial durante el aprendizaje de lenguas extranjeras por parte de estudiantes de medicina.

International students are susceptible to threats to their well-being, as their immigrant status in host societies exposes them to unique challenges such as language difficulties, cultural differences, social isolation, and discrimination (to list a few). Relationships are an important component of individuals' well-being that can mitigate these challenges. Hence, this study aimed to explore the experiences of relational well-being of African international students at a South African university. The study adopted a qualitative design wherein semi-structured interviews were employed to collect data from 16 participants (mean age = 24; females = 5; males = 11). Using thematic analysis, we found that African international students have reciprocal positive relationships with local and other immigrant students, and these contribute to well-being outcomes in the social, psychological, and educational domains of life. In addition, the prevailing institutional culture and the availability of spaces that provide opportunities for interaction are important determinants of relational experiences in the university campus space. It is recommended that student affairs departments create spaces in which African international students could further engage and interact with a diverse group of students to enhance their relational well-being.

Resumo O artigo surge a partir de uma investigação baseada em etnografia: observação participante, recolha de histórias de vida, entrevistas e testemunhos de refugiados e migrantes, residentes em Portugal. Centramo-nos numa experiência particular de projeto/investigação que designámos Living in a Different Culture (LDC) (2017/2019), destinada a migrantes que tinham em comum o objetivo de se tornarem estudantes universitários, antes da migração. O LDC apoiou os estudantes que queriam continuar a sua formação académica e aqueles que queriam encontrar caminhos alternativos de inclusão e autonomia, utilizando novas competências e conhecimentos académicos. Incluiu um curso sobre sociedade e cultura portuguesas, usando uma lente antropológica, aulas de português, entre outras disciplinas. Vários alunos continuaram os seus estudos, ou encontraram trabalho dentro da sua área de especialização. Destacámos obstáculos relacionados com ciclos de vida precária e violência estrutural. Argumentamos que, desvalorizando conhecimentos e competências de migrantes e refugiados, a sociedade de acolhimento perde recursos importantes para o seu próprio desenvolvimento. Concluímos, afirmando que projetos como o LDC exigem um compromisso de longo prazo, com apoio interinstitucional, uma estratégia de sustentabilidade e uma abordagem descolonial.

Abstract This article results from research comprised of fieldwork ethnography, participant observation, collection of life stories, interviews and testimonials of refugees, asylum seekers and migrants, living in Portugal. We focus on a particular experience of the research named Living in a Different Culture (LDC), which took place between 2017 and 2019, aimed at participants who shared the goal of becoming university students, before migration. LDC supported students who wanted to continue their academic training and those wanting to find alternative pathways of inclusion and autonomy, using new academic skills and knowledge. The project included a tailored course in Portuguese society and culture, created with an anthropological lens, Portuguese language classes and other disciplines. Several of the students who attended the course, in both academic years, continued their studies, or found work within their area of expertise. Obstacles highlighted in the paper perpetuated cycles of precarious living and structural violence. We argue that by devaluing migrants and refugees’ knowledges and skills, host society loses important resources to its own development. We conclude by stating that projects such as LDC require a long-term commitment with interinstitutional support, a sustainability strategy, and a decolonial mindset.

Abstract Student Evaluation of Teaching (SET) serves as an ad hoc way of assessing teaching effectiveness within higher education institutions. This paper introduces an approach to analyzing sentiments expressed in SET comments using a Large Language Model (LLM). By employing natural language processing techniques, the polarity conveyed by students upon course completion is extracted and analyzed, aiming to furnish educators and stakeholders with valuable insights into teaching quality and areas for improvement in teaching practice. This study showcases the effectiveness of LLMs in sentiment analysis of comments, underscoring their potential to enhance the evaluation process. The development of a prototype tool, collaborative labeling of end-of-course evaluations, and a comparison with LLM-based labeling are experimentally explored. Subsequently, the implications for educational institutions are discussed, and future research directions in this domain are proposed.

Resumen La evaluación del estudiante sobre la enseñanza (SET) es una forma ad hoc de evaluar la efectividad docente en instituciones de educación superior. En este articulo presenta un enfoque para analizar los sentimientos expresados en los comentarios de SET utilizando un modelo de lenguaje grande (LLM). Al emplear técnicas de procesamiento de lenguaje natural, se extrae y analiza la polaridad expresada por los estudiantes al finalizar el curso, con el objetivo de proporcionar a educadores e interesados ideas valiosas sobre la calidad de la enseñanza y elementos a mejorar de la práctica docente. Este estudio demuestra la efectividad de los LLM en el análisis de sentimientos de los comentarios, resaltando su potencial para mejorar el proceso de evaluación. Se experimenta con el desarrollo de una herramienta prototipo, el etiquetado de conjunto de evaluaciones al final del curso de forma colaborativa y se compara con el etiquetado realizado con un LLM. Luego se discuten las implicaciones para las instituciones educativas y se proponen futuras direcciones para la investigación en este ámbito.

Resumen: El dominio del inglés es esencial para lograr una carrera académica y profesional exitosa, lo que motiva al alumnado universitario a perfeccionar sus competencias al respecto. Sin embargo, algunos estudiantes únicamente buscan cumplir con los requisitos exigidos por las instituciones educativas sin desarrollar habilidades lingüísticas sólidas. Ante esta situación, el presente estudio, bajo un método mixto secuencial explicativo con una primera fase cuantitativa y otra segunda cualitativa, tiene como objetivo analizar los factores que influyen en el aprendizaje del inglés como lengua extranjera durante la etapa universitaria. Para lograrlo, se ha realizado una triangulación de datos entre las respuestas proporcionadas por el alumnado, recopiladas mediante un cuestionario, y la perspectiva docente, obtenida a través de entrevistas semiestructuradas. Los resultados muestran que la titulación, el tiempo y la motivación son factores clave en el perfil estudiantil. Asimismo, se torna un momento idóneo para aumentar las exigencias en las enseñanzas de lenguas extranjeras, aunque es necesario prestar especial atención a las Titulaciones de Grado que presentan un perfil bajo. Finalmente, si se pretende mejorar la calidad del aprendizaje, resulta imprescindible emplear las TIC fuera del aula junto con metodologías activas que optimicen el tiempo disponible.

Resumo: A proficiência em inglês é essencial para alcançar uma carreira académica e profissional bem-sucedida, o que motiva os estudantes universitários a aprimorarem as suas competências linguísticas. No entanto, alguns estudantes buscam apenas cumprir os requisitos exigidos pelas instituições educativas sem desenvolver habilidades linguísticas sólidas. Diante dessa situação, o presente estudo, sob uma abordagem metodológica mista sequencial explicativa, com uma primeira fase quantitativa e uma segunda fase qualitativa, tem como objetivo analisar os fatores que influenciam a aprendizagem do inglês como língua estrangeira durante o período universitário. Para alcançar esse objetivo, foi realizada uma triangulação de dados entre as respostas fornecidas pelos alunos, coletadas por meio de um questionário, e a perspectiva dos professores, obtida por meio de entrevistas semiestruturadas. Os resultados mostram que a titulação, o tempo dedicado e a motivação são fatores-chave no perfil do estudante. Além disso, é um momento oportuno para aumentar as exigências no ensino de línguas estrangeiras, embora seja necessário prestar especial atenção aos cursos de graduação que apresentam um nível mais baixo de proficiência no idioma. Por fim, para melhorar a qualidade da aprendizagem, é imprescindível utilizar as TIC fora da sala de aula, juntamente com metodologias ativas que otimizem o tempo disponível.

Abstract: English proficiency is essential for achieving a successful academic and professional career, which motivates university students to perfect their language skills. However, some students merely aim to meet the requirements set by educational institutions without developing strong linguistic abilities. Faced with this situation, the present study, using a sequential explanatory mixed-method approach with a first quantitative phase and a second qualitative phase, aims to analyze the factors influencing the learning of English as a foreign language during the university stage. To accomplish this, data triangulation has been conducted between the student responses gathered through a questionnaire and the teacher's perspective obtained through semi-structured interviews. The results reveal that the degree program, time invested, and motivation are key factors in the student profile. Additionally, it is an opportune moment to increase demands in foreign language education, although special attention must be given to Bachelor's Degree programs with a lower language proficiency level. Finally, to enhance the quality of learning, it is crucial to employ ICT outside the classroom along with active methodologies that optimize available time.

Abstract Intercultural Communicative Competence (ICC) for foreign language education has developed over the last 25 years and has become a predominant guide for public policies regarding interculturality within the instruction of foreign languages. In Latin America, national governments have adopted ICC into English Foreign Language (EFL) pedagogy national standards and policies. Nevertheless, how ICC has been adopted in the classrooms needs to be clarified. This systematic review of empirical studies on ICC in Latin America identifies the emergent themes and gaps in the research. The search identified 23 Latin American papers written in Spanish or English from SCOPUS, SciELO, and WOS databases in September of 2022. The review results are organized into four themes. It analyses what has been studied in the EFL classrooms in schools, ICC English Language Teaching degree programs, EFL in higher education, and the development and analysis of ICC in didactic materials for EFL. Findings, among others, indicate a gap in investigations in schools, a change in EFL teachers' perceptions of ICC, a preponderance of practitioner action research, and critical pedagogy.

Resumen La competencia comunicativa intercultural (CCI) para la educación de idiomas extranjeros se ha desarrollado en los últimos 25 años y se ha convertido en una guía predominante para orientar las políticas públicas sobre interculturalidad en la enseñanza de idiomas extranjeros. En América Latina, los gobiernos han adoptado las ideas del CCI en las normas y políticas nacionales de pedagogía de inglés como lengua extranjera (ILE). Sin embargo, es necesario aclarar cómo se ha adoptado CCI en las aulas. Esta revisión sistemática de estudios empíricos sobre CCI en América Latina, identifica los temas emergentes y las brechas en la investigación. La búsqueda identificó 23 artículos latinoamericanos escritos en español o inglés, de las bases de datos SCOPUS, SciELO y WOS en septiembre de 2022. Los resultados de la revisión se organizan en cuatro temas. Analiza lo que se ha estudiado en las aulas de ILE en las escuelas, los programas de grado de Enseñanza del Inglés como Lengua Extranjera con CCI, el ILE en la educación superior y el desarrollo y análisis de CCI en materiales didácticos para el ILE. Los hallazgos, entre otros, indican una brecha en las investigaciones en las escuelas, un cambio en las percepciones de los profesores de ILE sobre CCI, una preponderancia de la investigación-acción de los practicantes y la pedagogía crítica.

RESUMEN El objetivo de este trabajo es describir cuatro géneros discursivos empleados en actividades de literacidad académica (lectura y escritura) en una universidad del centro-sur de Chile. El ensayo considera las directrices metodológicas de Giovanni Parodi y colegas en el establecimiento de un microcorpus. Se concluye que los cuatro géneros constituyen prácticas epistémicas que favorecen el desarrollo de habilidades lingüísticas y la posibilidad de insertarse en las comunidades especializadas. Asimismo, que dos elementos clave para la utilización de géneros es su vínculo con los resultados de aprendizajes del currículum y las oportunidades para la articulación con otras asignaturas.

ABSTRACT The aim of this paper is to describe four discursive genres used in academic literacy activities (reading and writing) in a university in south-central Chile. The essay considers the methodological guidelines of Giovanni Parodi and colleagues in the establishment of a microcorpus. It is concluded that the four genres constitute epistemic practices that favor the development of linguistic skills and the possibility of insertion in specialized communities. Likewise, two key elements for the use of genres are their link with the learning outcomes of the curriculum and the opportunities for articulation with other subjects.

The use of YouTube videos in learning English language has produced disruptive or alternative innovations for students learning anywhere in the world. YouTube English language learning videos have been dominated by content-driven and outcomes-driven curriculum approaches at the expense of a self-driven approach. The purpose of this study was to explore the YouTube video approaches used by students in the learning of English language in higher education in selected African countries. The study also sought to establish why students use YouTube approaches in learning English language in particular ways. Undergirded by the pragmatic paradigm and the mixed method approach, the study employed the use of the natural identity framework (NIF). A participatory action research with one-on-one semi-structured interviews, focus group discussions, document reviews and YouTube reviews/observations were applied in collecting data from 20 purposively and snowball sampled participants (English language students) to be thematically analysed for this study. The findings indicate that the dominance of these two approaches has produced tension between them that needs to be addressed by a self-driven approach which is capable of creating a space for self-reflection before learning processes take place. It is for this tension that this study explores YouTube video approaches used in the learning of English language in higher education in Africa post the COVID-19 pandemic. A self-driven approach concentrates on actions, beliefs behind the actions, and their outcomes of using YouTube videos. This study therefore recommends the application of a self-driven approach and awareness of natural forces/laws that promote natural actions, thus addressing personal, and natural needs.

Abstract. The objective of the article is to offer a tour of the experiences of indigenous women who are pursuing university studies within the framework of the Diploma in Wichí-Castilian Intercultural Interpretation and Translation for Access to Justice, offered by the National University of Salta (Salta, Argentina). A qualitative methodology is employed, and their experiences are presented from an ethnographic perspective in relation to the use of the languages (Wichí-Spanish) and their perspectives on completing the diploma program. The results highlight the specific ways in which both languages are learned and used in their educational trajectories, as well as the unique challenges faced by women in accessing university education. In the conclusions, the positive impact of the Diploma program among Wichí women is emphasized, as it enables the development of new life projects within this population. The conclusions highlight the positive impact of the Diploma among Wichí women, since it enables the construction of new life projects in this population sector.

Resumen. El objetivo del artículo es ofrecer un recorrido por las experiencias de mujeres indígenas que cursan estudios universitarios en el marco de la Diplomatura en Interpretación y Traducción Intercultural Wichí-Castellano para el Acceso a la Justicia, dictada por la Universidad Nacional de Salta (Salta, Argentina). Se utiliza una metodología cualitativa y desde una perspectiva etnográfica se presentan sus experiencias en relación con el uso de las lenguas (wichí-castellano) y las visiones que tienen respecto del egreso de la diplomatura. En los resultados se señalan las especificidades de los modos en que se aprenden y utilizan ambas lenguas en sus trayectorias escolares, y las particularidades que tiene el acceso a la universidad siendo mujeres. En las conclusiones se destaca el impacto positivo de la diplomatura entre las mujeres wichí, ya que habilita la construcción de nuevos proyectos de vida en este sector poblacional.

Abstract. The intercultural universities in Mexico have revealed the recognition of epistemic diversity and the multiples ways in which they are built. This contribution focuses attention on the experience and expectations of students from the Intercultural University of Chiapas, in the Language and Culture Program, who are born in indigenous communities from los Altos de Chiapas. The database creation was elaborated with Google Form with 12 items, that approach the student’s expectations related with the program that they are currently studying and the projection when they graduated. For these matters, a sample of 72 students from two formative axis, on one side 40 students from the basic training and on the other side, 32 students from professional training. One of the most important motivations for admission is the possibility of speaking any native language inside classes, and the development of speaking and writing skills, while the main expectation is to professionally participate as a teacher, even though the program profile has others possibilities, given that the social imaginary of being a teacher in the indigenous field generates prestige processes.

Resumen. Las universidades interculturales en México han manifestado el reconocimiento de la diversidad epistémica y las múltiples formas en las que son construidas (Dietz y Mateos, 2019). Esta contribución centra su atención en la experiencia y las expectativas de estudiantes universitarios originarios de localidades indígenas de los Altos de Chiapas inscritos en la licenciatura en Lengua y Cultura de la Universidad Intercultural de Chiapas. Para la construcción de los datos, se utilizó el Google Forms con 12 items que abordan las expectativas de los estudiantes en relación con la licenciatura que cursan y su proyección al egresar. La muestra se conformó de 72 estudiantes de dos ejes formativos: 40 del eje de formación básica y 32 del eje de formación profesional. Entre las principales motivaciones para el ingreso, se menciona la oportunidad de hablar la lengua originaria en las aulas y el desarrollo de habilidades para el habla y la escritura, mientras que la principal expectativa es incursionar laboralmente en el campo de la docencia aun cuando el perfil de egreso apunta hacia otras posibilidades, dado que el imaginario social del ser docente en el ámbito indígena genera procesos de prestigio.

Abstract COVID-19 has prompted many educational institutions to transition to virtual learning environments. One of the main issues in doing so has been the types of interactions that are possible online. Considering the importance of interaction in second language acquisition, it is relevant to understand how EFL teachers are facing the challenge of fostering interaction in virtual classrooms. The purpose of this study was twofold: First, we explored EFL Chilean university teachers’ use of digital tools in their virtual classrooms to promote interaction. Secondly, we analyzed the obstacles they have faced when promoting interaction. To do this, we conducted a survey and a semi-structured interview with 10 EFL university teachers who have taught in traditional contexts as well as online. Our findings show that although EFL teachers have not had difficulties implementing different digital tools and platforms, interactions among learners are lacking. Students keeping microphones and cameras off has become a variable that reduces the possibility of knowing whether students are paying attention, monitoring their work, and setting up groupwork. An alarming finding was that this issue may increase EFL teachers’ feeling of isolation in the virtual classroom. We suggest universities offer opportunities for teachers to systematize the digital tools they use as well as explicitly discuss how oral interaction is being scaffolded and motivated in the classroom, so that effective teaching practices can be shared and established.

Resumen El COVID-19 ha hecho que muchas instituciones educativas transiten hacia entornos de aprendizaje virtuales. Uno de los principales problemas que ha traído este cambio se relaciona con los tipos de interacciones que se dan en ambientes de aprendizaje en línea. Considerando la importancia de la interacción en la adquisición de una segunda lengua, se hace relevante conocer cómo los profesores de ILE enfrentan el desafío de impulsar interacciones en las clases virtuales. El presente estudio tuvo dos objetivos: primero, exploramos el uso de herramientas digitales por parte de los docentes chilenos universitarios de ILE en sus aulas virtuales para promover la interacción; en segundo lugar, analizamos los obstáculos que han enfrentado para promover la interacción en el aula virtual. Para este fin, realizamos una encuesta y una entrevista semiestructurada a 10 profesores universitarios de inglés, los cuales han enseñado tanto en contextos tradicionales como en línea. Nuestros hallazgos muestran que, aunque los profesores de ILE no han tenido dificultades para implementar diferentes herramientas y plataformas digitales, generar interacciones entre los estudiantes se ha convertido en uno de los principales desafíos. El deseo de los estudiantes de mantener el micrófono y la cámara apagados parece ser una variable que reduce la posibilidad de que los docentes sepan si el estudiante está prestando atención, puedan monitorear su trabajo y logren organizar trabajos grupales. Un hallazgo alarmante fue que este problema puede aumentar la sensación de aislamiento de los profesores de ILE durante la clase. Sugerimos que las universidades ofrezcan oportunidades para que los profesores sistematicen el uso de las herramientas digitales que emplean y discutan explícitamente cómo se está apoyando y motivando la interacción oral en el aula, para que se puedan compartir y establecer prácticas de enseñanza efectivas.