HOW Journal <span>DOI: 10.19183/how</span> Asocopi en-US HOW Journal 0120-5927 <p><a href="" rel="license" target="_blank"><img style="border-width: 0;" src="" alt="Creative Commons License" /></a><br />This work is licensed under a <a style="text-decoration: none;" href="" rel="license" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p><p>The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.</p> Editorial -- Edgar Lucero Copyright (c) 2019 Edgar Lucero 2019-03-19 2019-03-19 26 1 6 7 10.19183/how.26.1.510 A Radio Program: a Strategy to Develop Students’ Speaking and Citizenship Skills <p>This article reports on an action-research study which examined the impact of a<br />radio program as a strategy to develop the speaking skills of a mixed course at<br />a private institution in Colombia. Hence, data were collected from 18 students<br />through tests, surveys, field notes, and interviews. The results indicate that there<br />is an important relationship between the recording, broadcast, and reflection on a<br />radio program and the development of students’ oral competence, their motivation<br />for learning, the improvement of dialogue, and the coexistence of students.</p> María Fernanda Jaime Osorio Mabel Catalina Caicedo Muñoz Iván Camilo Trujillo Bohórquez Copyright (c) 2019 María Fernanda Jaime Osorio, Mabel Catalina Caicedo Muñoz, Iván Camilo Trujillo Bohórquez 2019-03-19 2019-03-19 26 1 8 33 10.19183/how.26.1.470 Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy <p>This study reports the contextual Language Assessment Literacy (LAL) of five Colombian English language teachers. Two semi-structured interviews and reflective journals were used for data collection. The findings show that the teachers used varied traditional and alternative assessment instruments, assessed language and non-language constructs, used assessment information to improve teaching and learning, evaluated assessment results, and engaged students in quantitative peer assessment. As for beliefs, data show that students’ success and failure in assessment were connected to past experiences, and that assessment was appropriate given a number of features. Participants’ answers about LAL show a complex and multifaceted construct. Taken together, the findings serve as baseline data to further professional development in language assessment.</p> Frank Giraldo Copyright (c) 2019 Frank Giraldo 2019-03-19 2019-03-19 26 1 35 61 10.19183/how.26.1.481 The Comparative Effect of Teaching Collocations through Literary vs. Non-Literary Content on EFL Learners <p>This study investigates the comparative effect of teaching collocations through practicing them in literary and non-literary contents. The participants were composed of 30 EFL students selected from a cohort of 52 intermediate students in an English language institute in Sanandaj City, Iran. They were selected based on their scores on the Preliminary English Test (PET) and a collocation test, developed and piloted in advance. The selected participants were randomly divided into two experimental groups. Collocations were taught through literary content in one group; the others were instructed via non-literary content. At the end of the period of treatment with both groups, a collocation test was administered to both groups as a posttest. The analysis of collected data, using One-way ANCOVA and Descriptive Statistics, reveals that teaching the new collocations through literary contents proved significantly more effective than teaching them through non-literary contents.</p> Elahe Saedpanah Adel Dastgoshadeh Copyright (c) 2019 Elahe Saedpanah, Adel Dastgoshadeh 2019-03-19 2019-03-19 26 1 63 80 10.19183/how.26.1.473 Coursebook Dependency in Secondary and Tertiary-Level EFL Teachers Coursebooks are among the most significant components of EFL classes. The primary purpose of this study is to investigate the validity and reliability of a ‘Coursebook Dependency Questionnaire’ developed in the current study. It further aims to study how dependent English language teachers are on coursebooks and whether there are any relationships between teachers’ coursebook dependency levels and their genders, experiences, and academic backgrounds. Data collected from 324 language teachers working in secondary and tertiary-level EFL programs revealed that the scale is a valid and reliable instrument with five sub-scales to measure the dependency construct; the majority of the participants were medium dependent while high and low dependent teachers comprised less than half of the participants in total. Ozlem Ozen Tosun Emrah Cinkara Copyright (c) 2019 Ozlem Ozen Tosun, Emrah Cinkara 2019-03-19 2019-03-19 26 1 81 105 10.19183/how.26.1.445 The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills Teachers’ beliefs, attitudes, and identities have been considered as the main factors in improving their performance to enhance students’ learning. The present study aimed to explore the relationship among Iranian EFL teachers’ professional identity, their self-efficacy, and their critical thinking skills in their teaching process.<strong> </strong>To achieve the objective of the study, 75 EFL teachers participated in this study. Three instruments were used to collect the required data including professional identity, TEBS-Self questionnaires, and the Watson‐Glaser Critical Thinking Appraisal test. The findings in the present study demonstrate that there was a strong positive relationship of the EFL teachers’ professional identity between their self-efficacy and their critical thinking skills. The results of the ANOVA (analysis of variance models) test indicated that the EFL teachers’ professional identity could predict their self-efficacy and their critical thinking skills. Negar Moslemi Parya Habibi Copyright (c) 2019 Negar Moslemi, Parya Habibi 2019-03-19 2019-03-19 26 1 107 128 10.19183/how.26.1.483 Reflections on Educational Issues among Modern Language Students <p>The following pedagogical proposal seeks to understand what types of reflections Modern Languages students reveal about educational issues when analyzing artwork within their context. We worked with twelve Modern Languages students in their fifth and sixth semester at a public university in Colombia. The students began by analyzing four murals located within the university. Then, they created their own artwork and provided reflections on each other’s pieces of art. The findings showed that the students first began analyzing visual aspects of the murals and artwork, followed by the educational issues represented in each piece. As a common theme, the students reflected on the idea that working together yields a diversity of solutions. Finally, the students demonstrated that they could benefit from reflective practices despite not having started their teaching practicum.</p> Anna Carolina Peñaloza Jhonatan Vasquez Guarnizo Copyright (c) 2019 Anna Carolina Peñaloza, Jhonatan Vasquez Guarnizo 2019-03-19 2019-03-19 26 1 129 151 10.19183/how.26.1.500 EFL Teacher Professionalism and Identity: Between Local/Global ELT Tensions <p>This article of reflection considers socio-political issues such as linguistic imperialism, native speakerism, English as an International language, and appropriate teaching methodologies, which are currently contentious issues in the ELT community. Framed within a critical approach of applied linguistics, these issues are addressed in three sections (global/local tensions, teacher professional identity, and a new EFL professional identity) in order to argue that a dynamic, shifting, and multifaceted perspective of a globally-minded EFL teacher professional identity is needed so that Colombian EFL professionals can define or redefine their own identities in taking an informed and critical political stance.</p> Julio Cesar Torres-Rocha Copyright (c) 2019 Julio Cesar Torres-Rocha 2019-03-19 2019-03-19 26 1 153 176 10.19183/how.26.1.501 Classroom Management and Novice Language Teachers: Friend or Foe? <p>This article describes the importance of classroom management for language teachers, particularly for novice L2 teachers since it can affect their permanence in the teaching profession. A definition of classroom management along with a description of its dimensions, a set of initial principles and practical ideas to approach teaching with more confidence are provided in this paper. It is expected that this information will contribute to equip inexperienced teachers with procedures and strategies that can be translated and adapted to their teaching situation and ease the transition from student-teacher to being in charge of a classroom on their own.</p> Ana Clara Sánchez Solarte Copyright (c) 2019 Ana Clara Sánchez Solarte 2019-03-19 2019-03-19 26 1 177 199 10.19183//how.26.1.463