Editorial 
Carlo Granados-Beltrán, PhD*

T
hese are difficult times for all of us. It is our wish that all our contributors, 
readers, reviewers, and members of our editorial and scientific committees 
are all right and protected. Fortunately, in this process of reinvention this 
health emergency has triggered, we have been able to continue with many 

of our academic pursuits. This new edition of GiST Journal gathers a wide variety 
of articles ranging from topics such as vocabulary and pronunciation to identity and 
gender.  

The first contribution comes from Turkey by Aksakalli and Yağiz who shared their 
experience exploring pre-service teachers’ attitudes towards pronunciation and the 
outcomes of teaching pronunciation to this population.  The second article, by Ramos-
Holguín and Peñaloza-Rallón, aims to show a phenomenological approach to study 
the experience of female Colombian authors in the process of writing academically. 
Çetin Köroğlu, also from Turkey, explored how digital short stories could influence to 
improve listening skills. In the same line of research on skills, López-Páez contributes 
to the study of the impact of oral pushed output hypothesis on the promotion of 
intermediate students’ oral production. 

The article by Alimorad from Iran explores the relation between gender and 
educational level and plagiarism. After, Lucero-Babativa, from Colombia, shares his 
research on interactional identities and their link with classroom interaction in English 
language teacher education. Cabaleiro-Cerviño and Vera, from Spain and Chile 
contribute a literature review which analyzes issues about the impact of educational 
technologies on higher education. Following this line of educational technologies, 
Rodríguez, Vargas-Macías and Sánchez Sáenz also contribute a literature review 
in relation to the ways digital games could be adapted and integrated in educational 
contexts. 

Arias-Cepeda studies the identity of indigenous English teachers and how its has 
been invisibilized in Colombian ELT in connection to a lack of understanding of what 
bilingualism means in the Colombian context. Then, also from Colombia, Cote-Parra 



6                No. 20

shares his reflection upon the teaching of research to undergraduate foreign language 
students. To close this issue, Connolly contributes an exercise on error analysis of a 
common mistake of Spanish-speakers: adjective-noun order. 

We want to thank the continuous support provided by the members of our editorial 
and scientific committees, authors, and readers. We hope that you find these articles 
enjoyable and useful. 

*Carlo Granados-Beltran PhD Editor in Chief-  holds a PhD in Education from 
Universidad Santo Tomás, an MA in British Cultural Studies and ELT from the 
University of Warwick and an MA in Applied Linguistics to TEFL from Universidad 
Distrital. He is the Academic Director at the BA in Bilingual Education at ÚNICA. 
He has been teacher of the Language Department at Universidad Central, the BA 
programmes in Spanish and Languages and Spanish and English at Universidad 
Pedagógica Nacional and the BA in Modern Languages at Universidad Javeriana. Also, 
he is guest lecturer for the MA in Language Teaching at UPTC