121
Critical Interculturality and CALL in
English Language Teaching: A ten-year
revision of research in Colombia
Andrés Mauricio Potes-Morales1
To reference this article / Cómo citar este artículo /
Para citar este artigo: Potes-Morales, A. M. (2025). Critical
interculturality and CALL in English language teaching: A ten-
year revision of research in Colombia. Revista UNIMAR, 43(2),
121-142. https://doi.org/10.31948/ru.v43i2.4709
Reception date: March 11, 2025
Review date: June 3, 2025
Approval date: July 30, 2025
Abstract
This article examines studies published in four Colombian journals between 2014 and
2023. A total of 91 issues were reviewed to identify articles addressing one or more
of the following topics: English Language Teaching (ELT), Critical Interculturality (CI),
and Computer-Assisted Language Learning (CALL). The methodology followed the
three-step process proposed by Álvarez-Valencia (2014), combined with principles
from the Critical Appraisal Skills Programme (CASP). The article inclusion process
consisted of reviewing titles, abstracts, and keywords, followed by classification
according to research type and thematic focus. Out of 791 articles, 129 were
selected (99 national and 30 international) for analysis. Findings reveal a growing
interest in CI, mostly expressed through reflective and theoretical articles focused
on higher education. Empirical research on this topic remains limited, particularly
at the school level (Grades 0 to 11) and involving teachers as participants. CALL,
in turn, has been approached mainly from conventional perspectives focused on
language skills development, with little to no integration of critical or decolonial
perspectives. The intersection between CI and CALL remains underexplored in
Colombian research, with a near absence of studies addressing both dimensions at
the school level. These findings underscore the urgent need to promote empirical
studies and the development of technology-mediated critical pedagogical proposals
that foster transformative intercultural attitudes in these educational contexts.
Consequently, this study advances actions related to the decolonization of English
Language Teaching (ELT) and, as Granados-Beltrán (2018) noted, such actions are
inherently connected to the research process.
Keywords: Critical Interculturality; Interculturality; Information and
Communication Technologies (ICT); CALL; ELT; EFL in Colombia; literature review.
1 Teacher at IETI José María Carbonell, Cali; member of the research group EILA, Universidad del Valle, Cali, Colombia. E-mail: potes.
andres@correounivalle.edu.co
Review article, result of the research entitled: EFL teachers’ development of critical interculturality through CALL in secondary
schools in Cali, developed from August 2022. It is at the final phase in Cali, Valle, Colombia.
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Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 121-142Vol. 43 No. 2 pp. 121-142
122
Interculturalidad crítica y CALL en la enseñanza del
inglés: revisión de una década de investigación en
Colombia
Resumen
Este artículo examina los estudios publicados en cuatro revistas colombianas
entre 2014 y 2023. Se revisaron 91 ediciones para identificar artículos que
abordaran uno o varios de los siguientes temas: enseñanza del inglés (ELT),
interculturalidad crítica (CI) y aprendizaje de idiomas asistido por computador
(CALL). La metodología siguió el proceso de tres pasos propuesto por Álvarez-
Valencia (2014) y principios del Critical Appraisal Skills Programme (CASP). El
proceso de inclusión de artículos consistió en la revisión de títulos, resúmenes,
palabras clave, y posteriormente la clasificación por tipo de investigación y enfoque
temático. De un total de 791 artículos, se seleccionaron 129 (99 nacionales y 30
internacionales) para su análisis. Los hallazgos revelan un creciente interés en
la CI, expresado mayoritariamente en artículos reflexivos y revisiones teóricas
centradas en la educación superior. La investigación empírica sobre esta temática
sigue siendo limitada, especialmente en los niveles escolares y con participación
docente. CALL, por su parte, ha sido abordado principalmente desde enfoques
convencionales centrados en el desarrollo de habilidades lingüísticas, sin integrar
perspectivas críticas o decoloniales. La intersección entre CI y CALL permanece
como un campo incipiente en la investigación colombiana, con una ausencia
casi total de estudios que aborden ambas dimensiones a nivel escolar. Estos
hallazgos evidencian no solo la necesidad de impulsar estudios empíricos en estos
niveles, sino también de construir propuestas pedagógicas críticas mediadas
por tecnología que promuevan actitudes interculturales transformadoras. En
consecuencia, el presente estudio contribuye a la generación de acciones
vinculadas a la descolonización del ELT, ya que como lo señala Granados-Beltrán
(2018), estas acciones están conectadas con el ejercicio mismo de investigación.
Palabras clave: interculturalidad; tecnologías de la información y la
comunicación; aprendizaje; lenguas; inglés
Interculturalidade crítica e CALL no
ensino de inglês: Revisão de uma década
de pesquisa na Colômbia
Resumo
Este artigo examina os estudos publicados em quatro periódicos colombianos entre
2014 e 2023. Foram revisadas 91 edições para identificar artigos que abordassem
um ou mais dos seguintes temas: ensino de inglês (ELT), interculturalidade
crítica (CI) e aprendizagem de línguas assistida por computador (CALL). A
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 121-142Vol. 43 No. 2 pp. 121-142
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 121-142Vol. 43 No. 2 pp. 121-142
123 Andrés Mauricio Potes-Morales
metodologia seguiu o processo de três etapas proposto por Álvarez-Valencia
(2014), complementado com princípios do Critical Appraisal Skills Programme
(CASP). O processo de inclusão de artigos consistiu na revisão de títulos,
resumos e palavras-chave, seguido da classificação por tipo de pesquisa e foco
temático. De um total de 791 artigos, foram selecionados 129 (99 nacionais e 30
internacionais) para análise. Os resultados revelam um crescente interesse pela
CI, expresso principalmente por meio de artigos reflexivos e teóricos centrados
no ensino superior. A pesquisa empírica sobre essa temática ainda é limitada,
especialmente nos níveis escolares e com a participação de professores.
CALL, por sua vez, tem sido abordado principalmente a partir de perspectivas
convencionais voltadas para o desenvolvimento de habilidades linguísticas,
sem incorporar enfoques críticos ou decoloniais. A interseção entre CI e CALL
permanece como um campo incipiente na pesquisa colombiana, com ausência
quase total de estudos que abordem ambas as dimensões no nível escolar. Esses
achados evidenciam não apenas a necessidade de promover estudos empíricos
nesses níveis, mas também de construir propostas pedagógicas críticas
mediadas por tecnologia que promovam atitudes interculturais transformadoras.
Em consequência, este estudo contribui para a geração de ações vinculadas à
descolonização do ELT, pois, como afirma Granados-Beltrán (2018), essas ações
estão conectadas ao próprio exercício da pesquisa.
Palavras-chave: Interculturalidade crítica; interculturalidade; tecnologias da
informação e comunicação (TIC); CALL; ensino de inglês; EFL na Colômbia;
revisão de literatura.
From crisis to opportunity:
Integrating CALL and Critical
Interculturality in ELT
The integration of technology in education has
been a growing focus over recent decades,
with the COVID-19 pandemic amplifying its
importance. Information and communication
technology (ICT) became crucial during this
period, facilitating remote work and learning
processes in schools and universities worldwide.
Jin et al. (2022) suggest that the pandemic
may have forever altered the landscape of
language education, with educators now more
open to adopting online teaching despite initial
challenges in training and support (Hodges et
al., 2020).
In this unprecedented context, emergency
remote language teaching and learning
(ERLTL) and Computer-Assisted Language
Learning (CALL) gained prominence within
English Language Teaching (ELT) (Jin et al.,
2022). CALL has often been implemented
through communicative approaches and the
development of Intercultural Communicative
Competence (ICC), as outlined in Colombian
educational documents such as the ‘Estándares
Básicos de Competencias en Lenguas
Extranjeras: Inglés’ (Ministerio de Educación
Nacional [MEN], 2006) and the ‘Lineamientos
curriculares. Idiomas extranjeros’ (MEN, n.d.).
Byram (1997) defines ICC as the ability to
interpret and understand cultural information
by decentered consideration of others’
perspectives, including their differing opinions,
values, and communication behaviors.
Various approaches to teaching languages
through ICC using technology have emerged
globally. Studies have examined cultural
aspects such as celebrations, music, and
traditions to help students develop a more
global perspective by contrasting cultural
differences (Liaw, 2006; Peng, 2018; So-Yeon,
2015); Uzun, 2014). Others have focused on
improving language skills to facilitate effective
communication (Cadena-Aguilar et al. 2019;
Gálvez & Del Campo, 2023; Guzmán & Moreno,
2019). Critical Interculturality (CI) has recently
emerged as a critical intercultural perspective.
CI emphasizes deeper social, political,
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
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124 Andrés Mauricio Potes-Morales
and economic issues; local needs; and the
development of students’ agency to engage
in societal dynamics (Granados-Beltrán, 2016;
Restrepo & Rojas, 2010; Usma et al., 2018;
Walsh, 2010).
Despite advancements in CI and CALL,
research connecting these two areas
remains scarce, particularly at the primary
and secondary school levels2 in Colombia.
Emergency measures implemented during
the COVID-19 pandemic underscored the
importance of integrating technology into
education for crisis preparedness and its
broader educational benefits (Jin et al., 2022).
Considering Colombia’s social context, which
is characterized by inequality and a history of
violence (Helg, 1987), it is crucial to explore
how the intersection of CALL and CI can help
students critically engage with social issues.
Although some studies in Colombia have
addressed CI through CALL, these studies
have primarily focused on higher education and
have not thoroughly examined critical cultural
factors. For example, Jánica et al. (2006)
recommended using internet-based materials
to provide access to a variety of cultural
resource content. In contrast, Álvarez-Valencia
and Fernández-Benavides (2019) examined
the use of social networking sites for language
learning (SNSLL) to develop intercultural
competence (ICC) without engaging in critical
cultural discussions.
Public schools often have fewer educational
resources than private schools, which affects
access to technology and curricular development
(Pontificia Universidad Javeriana & Laboratorio
de Economía de la Educación [LEE], 2022).
Nevertheless, this does not preclude the effective
use of available technology. At the school level,
the main focus of CALL studies has been on
developing communicative competence (CC)
rather than explicitly addressing ICC or cultural
intelligence (CI). As will be seen in the sections
below, research has prioritized technological
tools over students’ learning needs, aiming to
improve English proficiency in areas such as
speaking, listening, grammar, vocabulary, and
2 From now on, it will be referred to as the school level, which
entails primary and secondary school from grade 0 to grade 11.
reading. Although some studies have included
intercultural encounters, they were not the
explicit focus of the research.
In line with this scenario, this article reviews
studies published in four Colombian journals
from 2014 to 2023 that examine the
intersection of content-based instruction (CBI)
and computer-assisted language learning
(CALL) in English language teaching (ELT). Of
the 791 articles published in a decade, this
review analyzed 129 articles (99 national and
30 international), highlighting the growing
interest in CI and the need for more empirical
research connecting CI and CALL, especially at
the school level. As Granados-Beltrán (2018)
noted, decolonizing ELT requires a substantial
body of research conducted by educators. This
review aims to support this goal.
Embracing Critical Interculturality:
Transforming ELT in Latin America
Recognition of ethnic and cultural values in
Latin America began in the 1980s and 1990s,
when policies started incorporating the term
‘interculturality’ to foster positive relations
between different cultural groups (Walsh,
2010). However, Walsh notes that the concept
of interculturality remains ill-defined due to
its broad application and frequent use as a
buzzword in policy documents. To address this
issue, she proposes categorizing interculturality
into three broad types.
The first type, relational interculturality,
involves interactions between cultures and their
respective values, traditions, and customs.
However, these interactions often occur under
unequal conditions, which perpetuate power
imbalances, domination, and colonialism. This
approach limits interculturality to mere contact
and interaction, overlooking crucial societal
structures such as politics, economics, and
epistemology. Therefore, Walsh (2010) argues
for moving beyond the relational perspective
to consider the social and political implications
of interculturality.
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
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125 Andrés Mauricio Potes-Morales
The second type, functional interculturality,
aims to promote tolerance, recognition,
dialogue, diversity, and cultural difference
(Tubino, 2005). However, despite its intentions,
this perspective is often driven by neoliberal
agendas and fails to address the underlying
causes of social and cultural divides. Effective
cultural dialogue must incorporate critical
factors missing from the relational perspective:
Social, economic, political, and epistemological
dimensions (Walsh, 2010).
The third type, Critical Interculturality (CI),
differs significantly from the previous two
categories in that it addresses structural,
colonial, and racial issues impacting society, the
economy, politics, and academia (Walsh, 2010).
CI is a tool, process, and project developed
by marginalized individuals within the social
hierarchy. This contrasts with the top-down
nature of functional interculturality. CI aims to
transform social and institutional structures by
creating new ways of being, thinking, knowing,
learning, and living. CI moves beyond merely
recognizing and incorporating ‘difference’ into
existing structures. It demands political agency
and action to foster genuine transformation.
This aligns with Freire´s, (1987) notion
that genuine transformation stems from
individuals developing a consciousness through
communal engagement. This consciousness
leads to political action that supports the
emancipation of oppressed and marginalized
individuals. Freire posits that education
should be inherently political to effect societal
transformation, a principle that is central to
CI. In the Latin American context, Perales
(2013) found that engaging students in close
analysis of ideologically charged texts fosters
awareness of multiple positions within a cultural
context. This process also prompts reflection
on culturally rooted assumptions that shape
interpretations. This approach aligns with the
transformative aims of critical interculturality
in ELT. ELT from an intercultural perspective,
in this context, is rooted in critical pedagogies
and reflects a significant evolution in the Global
South, including Colombia (Granados-Beltrán,
2016; Restrepo & Rojas, 2010; Tubino, 2005;
Usma et al., 2018; Walsh, 2010).
Integrating technology in language
learning: The role of CALL
Computer-Assisted Language Learning (CALL)
is a significant field within language education,
distinguished by the unique requirements for
teaching languages with computer technology
(Levy & Hubbard, 2005). CALL is a subset
of applied linguistics that focuses on using
computer technology to facilitate language
teaching and learning. It is important to
understand what is meant by ‘computer
technology’. According to Techopedia (2024),
computers are machines that perform
processes, calculations, and operations based
on instructions from software or hardware
programs. This definition includes a range
of smart devices, including smartphones,
tablets, laptops, and smart TVs (Beatty, 2010;
Chapelle & Jamieson, 2008; Techopedia, 2024).
Consequently, CALL is language teaching
through any computer-like device.
Levy and Hubbard (2005) emphasize that the
term CALL is widely accepted in language
education for two main reasons. First,
language learning is different from other
subjects and requires a specialized approach
when taught through technology. Second,
CALL has long been validated within the
global academic community. It has formed the
foundation of numerous journals and research
organizations, including the CALL Journal,
the ReCALL Journal, the CALICO Journal,
the JALTCALL Journal (Japan Association of
Language Teachers CALL Interest Group), the
APACALL Journal (Asia Pacific Association for
CALL), and the PacCALL Journal (Pacific CALL
Association), among others.
In contemporary settings, various terms are
used to describe the technologies and devices
employed in language education. These include
Technology Enhanced Language Learning
(TELL) (Casanovas, 2002), Computer Mediated
Communication (CMC), Integrated Learning
Systems (ILS) (Blyth, 2008), Mobile English
Language Learning (MELL) (Elaish et al., 2019),
Social Networking Sites for Language Learning
(SNSLL) (Álvarez-Valencia & Fernández-
Benavides, 2019), Network-Based Language
Teaching (NBLT), and Emergency Remote
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
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126 Andrés Mauricio Potes-Morales
Learning (ERL), among others. Each of these
approaches represents a different facet of
how technology can be utilized to enhance the
language learning experience.
In this scenario, the methodology for this study
is based on the three-step process proposed
by Álvarez-Valencia (2014), which incorporates
principles from the Critical Appraisal Skills
Programme (CASP) to ensure a structured and
rigorous evaluation. This process certified a
comprehensive examination of trends, gaps,
and research needs in the intersection of ELT,
CI, and CALL in Colombia. The details of the
methodology are explained in the following
section of this article.
Revision Methodology
The objective of this review is to analyze
articles addressing one or more issues related
to ELT, CI, and CALL in Colombia. To gain a
clearer understanding of the current Colombian
scholarship on this matter, we reviewed both
empirical and theoretical articles, including
empirical research reports, theory-based
articles, and reflective pieces. The sources
for the review included four well-known ELT
journals from prominent Colombian institutions.
Profile, from the Universidad Nacional de
Colombia, shares the results of classroom
research projects, reflections, and innovations
undertaken by English as a second or foreign
language teachers, teacher educators,
and novice teacher-researchers (Profile,
2024). Íkala, from Universidad de Antioquia,
publishes empirical studies, literature reviews,
theoretical and methodological articles, case
studies, and book reviews written in English,
Spanish, French, or Portuguese (Íkala, 2024).
Colombian Applied Linguistics (CALJ), from
Universidad Distrital Francisco José de Caldas,
covers research and teaching issues in the
field of Applied Linguistics for the Teaching
of English (CALJ. 2024), and HOW, from
the Asociación Colombiana de Profesores
de Inglés (ASOCOPI), covers experiences
related to teaching and learning English as a
second, foreign, additional, or international
language (ESL, EFL, EAL, EIL) (HOW, 2024).
It is noteworthy that these Colombian
journals accept and publish both national and
international articles. Of the articles included in
this review, 99 were conducted in Colombia and
30 were conducted internationally. The findings
from the 99 national papers are presented in
the following pages. A brief analysis of the data
from the 30 international papers is provided in
the discussion section of this review to offer
a means of contrasting national trends. At
the time of publication of this article, three of
these journals were indexed according to the
Colombian indexing system, except for HOW.
As advocates for decolonial theory, critical
pedagogies, and critical incident (CI) theory,
we emphasize that the absence of indexation
should not diminish the value of research
published in non-indexed journals, particularly
those by pre-service and novice teachers.
Selection of articles
To find eligible articles, we followed the three-
step process proposed by Álvarez-Valencia
(2014), which aligns with the Critical Appraisal
Skills Programme (CASP), as explained in the
following paragraphs. First, we examined the
table of contents of the 91 issues of the selected
journals to identify headings that addressed
one or more of the three issues: ELT, CI,
and CALL. Next, the abstracts and keywords
of the preselected articles were reviewed to
determine if they primarily focused on the issue
of ELT, and one of the other two issues. A total
of 129 articles were selected: 99 from national
sources and 30 from international sources, as
shown in Table 1. Among the selected papers
by national origin, there are 25 articles from
Profile, 20 from Íkala, 21 from CALJ, and 33
from HOW. Third, the data were carefully read
and sorted by article types, including empirical
and theoretical or reflective research. Within
these categories, the issues addressed were
also classified: CALL, critical pedagogies,
decoloniality, and critical interculturality.
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
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127 Andrés Mauricio Potes-Morales
Table 1
General characterization of the articles reviewed
Journal
Years of
publication
examined
Number
of issues
in the 10
years
Number
of articles
published
National International
Number
of articles
reviewed
Profile
2014 - 2023
21 256 25 833
Íkala 30 194 20 929
CALJ 20 182 21 829
HOW 21 159 33 538
It is important to note that, while this methodology is based on the three-step process proposed
by Álvarez-Valencia (2014), it was also intentionally designed to align with several criteria from the
CASP. One of these criteria is the need to address a focused issue (C A S P, 2024; Williams et al.,
2020). This review meets that requirement by specifically focusing on the intersection of ELT, CI,
and CALL in Colombian research over the past decade. By clearly defining this scope, the study
ensures that the selection process remains aligned with its overarching research objective.
Secondly, the appropriateness of the methodology, another key CASP criterion, is reflected in
the structured yet adaptable approach used in this review (C A SP, 2024; Williams et al., 2020).
The three-step process—reviewing journal contents, analyzing abstracts and keywords, and
categorizing full-text articles—allows for a targeted examination of ELT scholarship. While this
method does not apply rigid inclusion/exclusion criteria as seen in systematic reviews, it enables
a focused identification of trends and research gaps in CI and CALL within ELT.
A third alignment with CASP relates to the appropriateness of study selection. In place of participant
selection (as seen in empirical research) (C A S P, 2024; Williams et al., 2020), this review ensures
article selection is guided by thematic relevance within four widely recognized Colombian ELT
journals. The categorization of studies into empirical versus theoretical or reflection-based, along
with further classification by research focus (CALL, CI, conventional ELT approaches), offers a
structured way to analyze the main research orientations within the field.
Lastly, CASP emphasizes clear presentation of findings, a criterion that is well-aligned with this
study’s organization of results (C A SP, 2024; Williams et al., 2020). By structuring the analysis into
distributions of research types, participant categories, and thematic concentrations, this review
not only highlights prevailing trends but also identifies underexplored areas—such as the lack
of empirical studies on CI at the school level or the scarcity of CALL research that engages with
critical perspectives. These findings are presented in a way that allows educators, researchers,
and policymakers to visualize key patterns and gaps within Colombian ELT research.
Findings
Important data was found related to theoretical or reflection papers and empirical research on
ELT, CI, and CALL. The articles reviewed in this ten-year analysis highlight the current state of
Colombian scholarly research, supporting researchers in their work on one or more of these topics.
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
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128 Andrés Mauricio Potes-Morales
Types of articles
A total of 129 articles were reviewed: 99 from Colombia and 30 from other international sources.
This section is focused on the Colombian papers. The findings drawn from the international papers
published in the four national journals will be addressed in the discussion section, providing a
means of contrast with national trends. Across the 99 national papers, a broad categorization was
made according to the type of data provided by each article, being theoretical or reflective papers,
and empirical papers, the main categories. Among these two main categories, the papers were
classified according to the issues they addressed concerning the interest of this review, namely
ELT, CALL, and CI.
Of the 99 papers reviewed, 22 (22.2%) were categorized as theoretical or reflective, while 77
(77.7%) were categorized as empirical. All 99 papers addressed ELT issues, such as methodologies,
teaching experiences, types of interculturality, language skill development, and language policy.
First category: Empirical research
Regarding specific issues analyzed, among the 77 papers classified in the empirical research
category, 25 papers addressed CALL tools or methodology implementation (32.46%), 22 papers
had approaches founded on decoloniality, critical pedagogies, or CI, 17 at the higher education
level (22%), and five at the school level (6.4%). Nine papers indirectly addressed decoloniality,
critical pedagogies, or CI at all levels (11.6%). Surprisingly, 59 papers focused on conventional
approaches to ELT (76.6%), such as the development of linguistic skills (40%), linguistic structures,
functions, or contents (6.4%), and communicative competence (29.8%). Figure 1 accounts for
these preliminary findings:
Figure 1
Account of empirical articles published in the four national journals reviewed over ten years
concerning specific issues of ELT
As shown in Figure 1, few studies have been conducted at the school level that implement or aim
to develop a decolonial or critical approach to ELT. By contrast, most articles continue to focus on
developing one or more language skills and/or cover grammar, vocabulary, and functional aspects
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
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of language communication. These articles focus on superficial aspects of the target language
culture, such as celebrations, gastronomy, famous sites, and traditions. As pointed out by Henao
et al. (2019), although these types of inquiry aim to develop general language skills, they do not
give students opportunities to go beyond factual knowledge or develop cultural understanding and
sensitivity. Núñez-Pardo (2020) contends that publishing houses in Colombia are colonized in terms
of knowledge, power, and identity, which is reflected in the contents and activities proposed in
the textbooks used in ELT. Additionally, Usma et al. (2018) recommend a reform at all educational
levels that recognizes indigenous and local knowledge, culture, and traditional languages.
Second category: Theoretical or reective research
22 articles were classified into the category of theoretical or reflective research regarding specific
issues. From the 22 articles, three papers addressed CALL tools or methodology implementation
(13.6%), eleven papers addressed decoloniality, critical pedagogies, or CI at the higher education
level (50%), one paper addressed decoloniality, critical pedagogies, or CI at the school level
(4.5%), two papers indirectly addressed decoloniality, critical pedagogies, or CI, one at the higher
education level, and one as a reflection on textbooks for the school level (9.1%), five papers
focused on conventional approaches to ELT (22.7%) such as the development of linguistic skills
(9.1%), linguistic structures, functions or contents (4.5%), and communicative competence (9.1%).
Figure 2
Account of theoretical or reflective articles found in the four national journals reviewed in ten years
regarding specific issues of ELT
As shown in Figure 2, in the category of theoretical or reflective papers, the topics of decoloniality,
critical pedagogies, or CI had the highest percentage (50%) at the higher education level, compared
to other issues. This reflects a growing interest in these topics within the academic community
across different areas of universities.
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In the second half of this category, the
highest number of articles is concerned
with conventional approaches to ELT with
22.7% (linguistic skills, linguistic structures,
and communicative competence), followed
by a 13.6% of papers addressing CALL,
9.1% of papers which indirectly address
critical pedagogies, decoloniality or critical
interculturality, and with the lowest recurrence,
4.5% of papers addressed CI.
Before analyzing these final results, it is
important to clarify what is meant by ‘indirectly
addressing critical pedagogies, decoloniality,
or CI’. Papers categorized under this issue do
not directly contribute to decoloniality, critical
pedagogies, or CI literature; however, some
of their findings, discussions, or conclusions
indirectly support the theoretical inquiry in
these areas.
Figure 2 highlights the limited amount of
theoretical research on decoloniality, critical
pedagogies, and CI. More notably, the fewest
studies are found at the school level, with just
one article (4.5%). And even more noteworthy
is the fact that the author of this single article
is a foreign scholar who reviewed Colombian
empirical studies and wrote a reflection
paper contrasting private schooling with
public schooling from the lens of coloniality,
monoglossic, and hegemonic language
ideologies, and policies. The author highlights
that, first, bilingual education in Colombia
upholds hegemonic language ideologies
that marginalize local linguistic identities.
Second, the hierarchy that favors English is
prevalent in both public and private sectors,
perpetuating colonial values. Third, she argues
that despite some teachers moving away from
these oppressive practices, there is an urgent
need for more large-scale empirical research
in classrooms across the entire country.
(Bettney, 2022).
Participants
Regarding participants across the 77 empirical
papers reviewed for this 10-year revision, 25
papers had higher education students (32.5%),
21 papers had higher education teachers and
pre-service teachers at universities or institutes
(27.3%), 24 papers had students at school level
(31.2%), and 7 papers had teachers at school
level (9.1%).
Figure 3
Percentage of empirical articles categorized by
the type of participants
As illustrated, 25 empirical studies recruited
students from the higher education level,
followed by students from the school level,
with 24 papers. These two scenarios alone
account for 63.6% of the empirical studies.
Regarding the studies involving teachers and
preservice teachers, 21 of them took place at
the higher education level 27.3%, while only
seven were conducted at the school level
(9.1%), accounting for 36.4%. This set of data
evidences a clear need for more empirical
research where participants are teachers,
especially at the school level, where the
occurrence is the lowest (9.1%).
Empirical research participants on: CALL
Regarding the distribution of participants
according to the specific issues analyzed, it
was found that, from the 25 empirical papers
that addressed CALL, twelve had higher
education and language-institute students as
participants (42.9%), five had higher education
and language institute teachers (17.9%), eight
had school students (28.6%); no were jobs that
had elementary level teachers (0%).
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Figure 4
Percentage of empirical articles on CALL categorized by the type of participants
As Figure 4 shows, most participants in the empirical literature on CALL are higher education
students, accounting for 42.9%, followed by school-level students at 28.6%. Both sets of data
account for 71.4% of participants who are students. In comparison, only 17.9% of participants are
teachers from the higher education level, and a notable 0% are teachers from the school level.
These data indicate a need for more empirical research, which involves teachers from the school
level as participants in matters of CALL in ELT, as shown.
Empirical research participants on: Critical Pedagogies, Decoloniality, and Critical
Interculturality
In the second distribution of participants according to the specific issues analyzed, it was found
that, from the 22 empirical studies concerning the issue of decoloniality, critical pedagogies, and
CI, eight articles had higher education and language-institute students as participants (36.36%).
Nine had higher education and language-institute teachers as participants (40.9%). The higher
education level alone accounts for 77.26% of the participants in the empirical research conducted
regarding the issue of Critical Pedagogies, Decoloniality, and CI. In contrast, at the school level, it
was found that the number of papers was significantly lower, with four papers where participants
were students (18.1%), and only one where participants were teachers (4.5%) (See Figure 5).
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
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132 Andrés Mauricio Potes-Morales
Figure 5
Percentage of empirical articles on decoloniality, critical pedagogies, and CI categorized by the
type of participants
As Figure 5 shows, most empirical research on decoloniality, critical pedagogies, and CI occurs
at the higher education level, with roughly equal numbers of students and teachers participating.
However, there is limited research on empirical studies in schools, particularly those that recruit
school teachers as participants.
Discussion
National research advancement
The review of Colombian scholarly research on ELT, CI, and CALL over the past decade reveals
significant insights and notable gaps. One of the most striking findings is the predominance of
empirical research, with 77.7% of the reviewed articles falling into this category. However, taking
a closer look at these empirical studies reveals a clear imbalance in the focus areas and levels of
education addressed.
A significant portion of the empirical research (76.6%) continues to concentrate on conventional
approaches to ELT, such as linguistic skills development and communicative competence, reflecting
a traditional view of language teaching and learning. By contrast, only 6.4% of empirical studies
conducted in schools address decolonial approaches, critical pedagogies, or critical inquiry (CI),
which highlights a significant gap in research.
Similar trends are also evident in theoretical or reflective articles. Although there is a growing
interest in critical pedagogies and CI at the higher education level (50% of the theoretical papers),
this interest sharply declines at the school level, with only one article addressing CI. This scarcity
is concerning, given the importance of developing critical intercultural attitudes from an early age.
Furthermore, the distribution of participants in these studies highlights the existing research
gaps. The majority of the empirical studies involve higher education students (32.5%) and
teachers (27.3%), while only 31.2% involve school students, and a mere 9.1% involve school
teachers. This skewed distribution suggests a need for more research that includes school-level
participants, especially teachers, to better understand and integrate CI and CALL at this crucial
educational stage.
In terms of CALL, the focus remains predominantly on higher education, with 42.9% of the studies
done by students and 17.9% done by teachers. Only 28.6% of the CALL studies include school
students, and none involve school teachers. This indicates a significant gap in the implementation
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
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133 Andrés Mauricio Potes-Morales
and study of CALL methodologies and tools at the school level, which could play an important role
in integrating CI into the language learning process through technology.
International trends
As pointed out in the first section of this article, 30 international articles were selected from the
four Colombian journals reviewed, namely Profile, Íkala, CALJ, and HOW. In addition to meeting the
selection criteria, which requires addressing the issue of ELT and one of the other two issues of
interest (CI and CALL), they provide a reference for evaluating ELT research in Colombia compared
to neighboring countries. Among the countries that were represented in these papers are the
United States, Chile, Spain, Mexico, Argentina, Iran, Saudi Arabia, Brazil, New Zealand, Indonesia,
and Canada. Surprisingly, the findings were similar to the ones obtained at the national level
regarding the research gap in the intersection of CI and CALL in ELT (See Figure 6).
Figure 6
International empirical studies
Figure 7
National studies
Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia
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134 Andrés Mauricio Potes-Morales
Figure 6 shows that there are some similar trends in research interest regarding the issues of
ELT explored in this review, as evidenced by international-level empirical studies. The data show
a higher interest rate in matters of CALL with 14 articles, and eleven articles in conventional
approaches to ELT. These two issues intersected in more than half of the empirical cases, in ten
studies. Together, these two issues account for 75% of the total number of empirical papers
selected internationally. In contrast, only 20% of the international studies addressed the issue
of CI at the higher education level, and 0% at the school level. This finding is relevant since data
reflect an interest in international scholarship for publishing ELT research in Colombia. There is
a clear lack of research on critical pedagogies, decoloniality, and CI at the school level. Only 5%
of the papers found were empirical, and none were found at the international level. This gap is
significant, and Colombian scholars should investigate it.
Regarding the theoretical and reflective articles in the national context (Figure 7), it was found that
articles in Colombia are more advanced in critical pedagogies, decoloniality, or CI development in
ELT scholarship. When comparing the articles that explore these issues in the ten years reviewed,
Colombian academics have produced more theoretical reflections on these issues than scholars
who published in the four journals reviewed during the same period. The international theoretical
papers have shown higher interest in conventional approaches regarding language skills, grammar,
vocabulary, and functional communication (See Figure 7).
Figure 8
Theoretical articles (international)
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135 Andrés Mauricio Potes-Morales
Figure 9
Theoretical articles (national)
As shown in Figures 8 and 9, the vast majority of articles that discuss critical pedagogies,
decoloniality, or CI both at the international and national levels target the higher education level,
leaving the school level as a scarcely explored milieu.
These findings suggest reflection on the structural reasons behind the scarcity of research
on CI and CALL in school contexts. One possible explanation is the gap between the critical
training developed in universities and the practices that are implemented in school settings—
often constrained by limited infrastructure, rigid curricula, or public policies focused on linguistic
standards. The predominance of textbooks and standardized tests that reinforce functional views
of English exacerbates this situation, limiting the development of more critical and intercultural
approaches. The absence of studies addressing the use of technology from a critical perspective—
particularly at the school level—signals the need to build a research agenda that not only explores
the pedagogical potential of digital tools, but also questions power relations, colonial discourses,
and epistemic exclusions embedded in English language teaching in Colombia. Including empirical
research from Latin America that already engages with these critical approaches to EFL could help
expand regional dialogue and strengthen the relevance of future proposals.
Noteworthy reections from Colombian scholarship
Over the past decade, numerous articles have contributed significant reflections and
recommendations on the intersection of critical interculturality and CALL in ELT. These insights
offer a thorough understanding of how educators and researchers navigate the complexities of
incorporating critical perspectives into language education. The following section synthesizes key
themes and recommendations from various studies, highlighting the commonalities and unique
contributions of each. In this section, we will first share reflections that underscore the importance
of community engagement, local contextualization, empowerment, social justice, decoloniality,
and critical literacies in shaping effective and transformative ELT practices.
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Lastra et al. (2018) and Nieto (2018)
highlight the significance of connecting with
local contexts as a source of inspiration for
professional development and critical literacy.
They argue that pre-service teachers who
engage with local issues are better equipped
to problematize social matters, integrating
these into their planning processes and
fostering personal inquiries among students.
This local engagement enriches their stances
on education and language learning. Lastra
et al. (2018) emphasize the importance of
Community-Based Pedagogy in shaping pre-
service teachers’ identities as social agents.
They conclude that they cannot remain
outsiders. Instead, they need to integrate
themselves into the educational community
to improve understanding and connect it to
the classroom.
Through the same lens, Bolaños et al. (2018)
define empowerment as the confidence and
freedom students gain through the learning
process, enabling them to interact more
effectively in the classroom. This empowerment
boosts their self-confidence, decision-making
skills, and ability to express their viewpoints.
It motivates them to perform better in the
classroom. Additionally, they advocate for
viewing rural education as an opportunity to
promote equity in Colombia, particularly within
the context of the country’s pursuit of peace.
An approach that empowers teaching and
learning participants leads pre-service teachers
to realize that their role extends beyond the
classroom walls and the content they deliver.
Teachers and learners collaboratively construct
knowledge, exercising agency to the extent
that students become cognitively engaged and
challenged (Bolaños et al., 2018; Lastra et al.,
2018; Nieto, 2018).
Contreras and Chapetón (2016) advocate
viewing language as a social practice in which
teachers encourage social awareness and
critical thinking. By incorporating EFL syllabus
content with students’ realities, educators can
help students understand and reflect on their
social contexts. This will allow them to gradually
become active agents of social transformation.
Valuing students’ familiar and social contexts,
as well as including relevant topics, makes
the learning process more meaningful and
engaging for students.
On another front, Granados-Beltrán (2016)
questions the current focus on skill acquisition
for its own sake, advocating instead for language
pedagogy to have an ethical goal of constructing
intersubjective meanings. This approach helps
individuals understand themselves and others,
contributing to the creation of better societies.
The author also emphasizes the need to
question the necessity of English proficiency
when foundational literacy and citizenship skills
are lacking and highlights the power struggles
inherent in cultural pedagogy and knowledge
geopolitics. In the article, the author calls
for an epistemic break in ELT, challenging
academic colonialism in Colombia. In another
article, Granados-Beltrán (2022) asserts that
teachers develop various ways of knowing to
build local knowledge in their ELT discipline.
For the author, it is crucial that prospective
teachers get familiar with local teaching models,
knowledge, and practices of rural, indigenous,
and Afro-descendant environments. As a
result, they could question the standard way of
teaching languages and build the ‘diversality’
or ‘pluriversality’ suggested within CI.
In this vein, the author argues for questioning,
displacing, and subverting colonial concepts
and practices to construct and liberate through
decolonial pedagogy. This involves a critical
understanding of history, redeployment of
emancipatory educational practices, and de-
centering from colonial epistemes. The goal
is to move from being consumers of foreign
educational materials to becoming producers
of knowledge, culture, and justice.
As such, Hurie (2018) critiques the neoliberal
framework of English language teaching in
Colombia, particularly within the ‘English
for peace’ discourse. Despite significant
criticism, Colombia’s bilingual practices
persist, indicating strong neoliberal control
over educational policies. This technicization
of language teaching simplifies complex
socio-political issues, making it less effective
for actual peacebuilding efforts. Hurie
proposes curriculum development based
on decoloniality and regionalization to align
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English language teaching more closely with
local contexts and needs.
A discussion on the benefits of a social justice
perspective in language teacher education is
elicited by Sierra (2016). This approach helps
teachers develop a political perspective on
their work, empowering them to implement
changes within and beyond their schools. She
critiques professional development programs in
Colombia for focusing too narrowly on technical
skills without encouraging teachers to challenge
the statu quo. Instead, she advocates for
incorporating social justice principles into these
programs to prepare students as agents of
social transformation. In this regard, Gutiérrez
(2022) recommends that language teaching
education programs place critical literacies and
interculturality at the core of their syllabi. This
encourages pre-service teachers to continually
question their worldviews and understand
the impact on their teaching practices. Such
an approach not only strengthens literacy
development in English but also positions the
language as a tool for constructing a more just
society. To effectively influence pre-service
teachers, teacher educators should model
critical perspectives in their teaching.
Several key reflections and recommendations
have emerged from the review of literature
on CALL, offering insights into the efficient
integration of technology into ELT to enhance
learning outcomes. However, none of the
studies included comments or suggestions that
directly addressed CI. See below for the most
notable reflections presented in these articles.
Regarding the practical benefits of using
technology to engage non-native speakers
in language learning, Rodríguez and Vargas
(2020) emphasize how technological tools can
facilitate their involvement. Similarly, Ballén
(2014) found that incorporating technology
into the classroom routine significantly
increased students’ motivation and overall
positive perception of the learning process.
The use of technological tools throughout the
project marked a positive impact on students,
underscoring the potential for technology
to enhance engagement and motivation in
language learning.
Regarding the role of the media and digital
literacy, Neiva-Montaño (2021) notes that
the actions of the Empowerment Spiral
can stimulate various parts of the brain,
thereby enhancing one’s ability to create new
knowledge from past experiences. This finding
suggests that media literacy offers a wide
range of possibilities for enriching language
teaching. The recommendation is to delve
deeper into Critical Media Literacy (CML) and
digital literacy in EFL classrooms, proposing
that these areas could further enhance the
teaching and learning experience.
Quitián-Bernal and González-Martínez (2022)
discuss the importance of the teacher’s
pedagogical actions concerning the use
of technological resources. They highlight
that while students and teachers may be
familiar with technology in social and leisure
contexts, this does not necessarily translate
to academic proficiency. Therefore, developing
technological competencies that serve
academic purposes is crucial, particularly for
reading and interaction processes.
On another front, Bedoya (2014) and Ochoa
and Medina (2014) advocate for future research
to explore how virtual language courses can be
designed to move beyond traditional models of
assigning and submitting activities. Instead,
a methodology that emphasizes interaction,
reflection, and creativity could foster autonomy
and facilitate learning. Ochoa and Medina also
call for more research on the role of virtual
rooms in enhancing writing skills, suggesting
that tools such as wikis, forums, chats, and
online resources can support various stages
of the writing process, thereby improving
students’ writing abilities.
In the field of learning interactions and video
games, Galvis (2015) argues that, despite
initial concerns, video games have significant
potential for educational use. The positive and
constructive adoption of video games could
be beneficial, indicating a need for further
exploration of this technology in language
learning environments.
Cadena-Aguilar et al. (2019) emphasize the
significance of affective factors and structured
implementation, stating that enhanced self-
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confidence and motivation are essential
for improving oral fluency. The structured
implementation of the Daily 6 program, which
involves six incremental steps, helped students
build their oral skills gradually. Regular practice
and feedback were essential components of this
success, and collaborative learning activities
further promoted class participation and
reduced anxiety, supporting the development
of oral fluency.
Finally, Aristizábal-Jiménez (2020) suggests
a critical view and analysis of media texts.
The author argues that teachers should
develop a critical view of the content they
teach to better guide students in analyzing
media texts. The study also notes a limitation
related to the duration of research, suggesting
that longer studies could provide a more in-
depth understanding of the improvements in
participants’ skills.
These reflections and recommendations
underscore the diverse and multifaceted ways
in which CALL can be leveraged to enhance
language learning, calling for continued
research and innovation in this dynamic field;
however, none of the articles reviewed on
CALL engaged in a deep critique, review, or
experience of critical pedagogies, decoloniality,
or CI. There is a noticeable research gap at
the intersection of CI and CALL in ELT. This
highlights a significant area for future research
since the predominant focus of CALL studies
remains within the conventional approach to
ELT, emphasizing linguistic skills, functional
language use, and communication. Addressing
this gap could lead to more holistic and
transformative language education practices
that not only develop linguistic competence but
also foster critical intercultural understanding
and the development of critical intercultural
attitudes through digital CALL tools.
Conclusion
This review reveals a critical gap in research
connecting ELT with CI and the use of CALL
tools, particularly within the Colombian school
context. While there is a substantial body of
empirical research in ELT, much of it continues
to reproduce conventional approaches focused
on language skills development without
questioning the underlying colonial discourses
embedded in the curriculum. The limited
exploration of critical pedagogies (especially
those involving schoolteachers and students)
highlights the urgent need to rethink research
and training priorities in the field.
Overcoming these limitations requires a shift
toward research that not only incorporates
technology for its instrumental potential but
also aligns it with emancipatory educational
purposes capable of fostering critical
intercultural attitudes, social awareness, and
transformative agency. Further studies are
needed to explore how these tools can be re-
signified through pedagogical practices that
respond to the realities of school communities
and the challenges posed by truly intercultural
education. Lastly, it is essential to strengthen
academic production networks with a decolonial
focus across the Latin American region—
particularly those that give visibility to school-
based experiences in territories historically
excluded from pedagogical discourse.
Conict of interest
The author declares that he has no conicts of
interest regarding this work.
Ethical Responsibilities
Data collection and analysis were conducted
ethically and responsibly, ensuring the integrity
and validity of the results.
Sources of funding
This research did not receive financial support
from any public, private, or nonprofit entity.
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Contribution
Andrés Mauricio Potes-Morales: Principal
Investigator. Data processing, writing materials
and methods, and obtaining results.
Declaration of Use of Articial
Intelligence
The author did not use any artificial intelligence
tools or services to prepare the manuscript.
