Analyzing experiences of using effective feedback in the ESL classroom through the use of digital technologies

This article of systematic literature review presents the analysis of a series of experiences that use effective feedback in educational activities through the use and integration of digital technologies, specifically, in the classes of English as a second language in higher education. The revision analyzed 14 different experiences. As part of the analysis, criteria are defined to describe and compare them, linked with the possibilities of feedback to favor the formative processes at the higher education level. Criteria include: country of origin and level of education, design of feedback used, the timing of the feedback, the means of providing feedback, and the consideration of digital technologies. The main results indicate that the use of feedback, in the ESL classroom, allows learners to boost their capacity of analysis, critical thinking, and the resolution of problems linked with interlanguage. As a conclusion, the salience and positive impact of digital technologies are highlighted in favoring the positive and effective feedback, in the particular case of English as a second language. Finally, it is evident the use of computer -mediation, screencast, and web-based learning environments as the primary sources of authors used more frequently to implement effective feedback in higher education. It concludes that the set of experiences analyzed provides light in terms of the considerations needed to design and adjust formative processes that allow boosting effective feedback mediated by digital technologies. As future work, there will be the elaboration of a methodological proposal that helps to adjust the formative processes that enable the integration of digital technologies as mediators in the process of feedback between teachers and learners.UCR::Sedes Regionales::Sede del Atlántico::Recinto de GuápilesUCR::Sedes Regionales::Sede del Carib

English language teaching in Costa Rica: reflections on emergent challenges

Teachers everywhere are always faced with new challenges as they engage in their pedagogical praxis; it is not easy to cater for students' needs (whether special or not) and bring about new ideas to teach and arouse students' interest and desire to learn, especially when one's job does not end at the workplace and continues at home. These are but a few of the hurdles teachers around the globe have to surmount. Indeed, teaching is a profession that is all too often misunderstood, underestimated, and harshly criticized. Teaching English as a Foreign Language (TEFL) in a country such as Costa Rica is no different. Indeed, foreign language teaching poses additional difficulties when considering that pedagogy is an act of communication, and in the teaching of English, language is both the means and the end of instruction. In this regard, the English language curriculum in Costa Rica is far from perfect, so it is not uncommon for English teachers here to have to start from scratch each time that they teach a new language course. Moreover, most English teachers in Costa Rica are native speakers of Spanish, which causes them to be discriminated against because they are considered inferior when compared with people coming from North America or Great Britain. This treatment is mostly unjustified as public universities in Costa Rica have sound English language programs with strong pedagogical components to train good teachers. Also, a little too often, native speakers who do not have any kind of pedagogical preparation are hired to be teachers by certain language academies, which can be rather counterproductive; the fact that, in theory, everyone knows their native language well is no guarantee that they can teach it successfully. A teacher is much more than a container of information. As a further matter, the year 2020 brought new challenges for (English) teachers all over the world; a pandemic was able to turn our lives upside down, which had to be adapted to fit into what was called "a new reality." Thus, teachers everywhere had to reinvent themselves, learn, relearn, and unlearn to teach in an education modality that they were not expecting. This condition exposed different limitations that had remained unnoticed up to this time in Costa Rica (and in other parts of the world). For example, students coming from low-income families had little or no access to the Internet, computers, and/or mobile devices; in this regard, remote learning made us even more unequal, and (English) teachers had to come up with alternative ways for students to continue their educational process. This required critical reflection and action as the reader will be able to see in the following pages. This book comprises a collection of essays written by students from the Master's Program in Education with an Emphasis on English Learning from Universidad Nacional, Costa Rica as part of their graduation project. In each of the manuscripts contained here, a Costa Rican English teacher reflects on and systematizes some of the challenges found in his or her professional practice along with possible solutions or recommendations. It is expected, therefore, that the information contained in this book may be of help to other English teachers around the world facing similar challenges.Universidad Nacional, Costa RicaDivisión de Educologí