<?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>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902021000200067</article-id>
<article-id pub-id-type="doi">10.15446/profile.v23n2.88928</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students]]></article-title>
<article-title xml:lang="es"><![CDATA[Autoevaluación y evaluación por pares de podcasts generados por alumnos para mejorar la comprensibilidad de estudiantes del pregrado de inglés como lengua extranjera]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cadena-Aguilar]]></surname>
<given-names><![CDATA[Albedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez-Ayure]]></surname>
<given-names><![CDATA[Claudia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[ Chía]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[ Chía]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>67</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902021000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902021000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902021000200067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio reporta una investigación de métodos mixtos sobre autoevaluación y evaluación formativa por pares de podcasts generados por 18 estudiantes de pregrado. El objetivo fue determinar si había algún aumento en la compresión hablada de los participantes mientras se les hacía reflexionar y ajustar su uso de suprasegmentos (grupos de pensamiento, acentuación en oraciones y entonación). Los datos se obtuvieron de registros y podcasts generados por los estudiantes, y de un cuestionario. Los resultados muestran comportamientos autorregulados y aumento en la comprensión. Este estudio resalta la importancia de ayudar a los estudiantes a examinar crítica y reflexivamente su producción oral e incorporar capacitación en suprasegmentos en cursos de inglés como lengua extranjera para ayudarlos a comunicarse efectivamente en un contexto globalizado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[podcasts]]></kwd>
<kwd lng="en"><![CDATA[self-directed learning]]></kwd>
<kwd lng="en"><![CDATA[spoken comprehensibility]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autodirigido]]></kwd>
<kwd lng="es"><![CDATA[comprensión del discurso hablado]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[podcasts]]></kwd>
</kwd-group>
</article-meta>
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