<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412024000100047</article-id>
<article-id pub-id-type="doi">10.14483/22487085.20565</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[&#8220;There Are Days When You Feel Alone&#8221;: Exploring English as a Foreign Language Teachers&#8217; Perceptions of their Efforts to Promote Interaction in Online Classes]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;Hay días en los que te sientes solo&#8221;: explorando las percepciones de los docentes de inglés como lengua extranjera sobre sus esfuerzos por fomentar la interacción oral en clases en línea]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carcamo]]></surname>
<given-names><![CDATA[Benjamin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernandez]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de las Américas Facultad de Comunicaciones y Artes ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de las Américas  Facultad de Educación]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>47</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412024000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412024000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412024000100047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[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&#8217; 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&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[qualitative analysis]]></kwd>
<kwd lng="en"><![CDATA[virtual communities]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[análisis cualitativo]]></kwd>
<kwd lng="es"><![CDATA[comunidades virtuales]]></kwd>
</kwd-group>
</article-meta>
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