Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia

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.