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The Impact of Project Work and the Writing Process Method on Writing Production

Marcela Díaz Ramírez

31-53

Developing Learner Autonomy Through Project Work in an ESP Class

Martha Isabel Díaz Ramírez

54-73

Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom

Adrian J. Rivera, Catherine M. Mazak

122-138

Reflective Teaching: An Approach to Enrich the English Teaching Professional Practice

Marian Lissett Olaya Mesa

149-170

Learners’ Perceptions and Undergraduate Foreign Language Courses at a Colombian Public University

Ana Clara Sánchez Solarte, Gabriel Vicente Obando Guerrero, Diana Ibarra Santacruz

63-82

Standardized Test Results: An Opportunity for English Program Improvement

Maureyra Jiménez, Caroll Rodríguez, Lourdes Rey Paba

121-140

Collaborative Work and Language Learners’ Identities When Editing Academic Texts

Lorena Caviedes, Angélica Meza, Ingrid Rodríguez

58-74

The Role of Blogs and Web Resources in Students’ Autonomous Learning Awareness

Diana Ballén

10-30

Creating a Pedagogical Space that Fosters the (Re)Construction of Self Through Life Stories of Pre-Service English Language Teachers

Álvaro Hernán Quintero Polo

106-124

Navigating English Language Teacher Education in the Colombian Context: Between Foreign Influence and Local Tensions and Transformations

Edgar Lucero-Babativa, Yolanda Samacá-Bohórquez, Jairo Enrique Castañeda-Trujillo

73-102

Language-Building Activities and Variations in Interaction With Mixed-Ability ESL University Learners in a Content-Based Course

Héctor Manuel Serna Dimas, Erika Ruíz Castellanos

103-121

Classroom Management and Novice Language Teachers: Friend or Foe?

Ana Clara Sánchez Solarte

177-199

Materials Development in the Colombian Context: Some Considerations About Its Benefits and Challenges

Bertha Ramos Holguín, Jahir Aguirre Morales

134-150

Motivation and Attitude as the Fuel to Develop English Language Classroom Activities: A Self-Determination Study

Yendli Soranny Molina-Leal, Paola Lizeth Peña-Cerón

73-92

Characterizing ASOCOPI: Its Affiliates, Ideals, and Contributions

Edgar Lucero, Zulay Díaz

10-34

Using Personal Portable Devices as Learning Tools in the English Class

Luz Edith Herrera Díaz, María de los Milagros Cruz Ramos, Mario Alberto Sandoval Sánchez

74-93

Students’ Needs Analysis in an EFL Program for University Professors

Paula Andrea Bedoya, Luz María Valencia, Juan Carlos Montoya

11-36

Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

Wilder Yesid Escobar Alméciga, Reid Evans

94-111

Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom

Janeth Juliana Contreras León, Claudia Marcela Chapetón Castro

125-147

Integrating Language and Content: Sixty Years of University English Language Education in Colombia

Lourdes Rey-Paba, Kathleen A. Corrales, Angela Bailey, Nayibe Rosado-Mendinueta

53-72

Learners’ Satisfaction in Two Foreign Language Teacher Education Programs: Are We Doing Our Homework?

Gabriel Vicente Obando Guerrero, Ana Clara Sánchez Solarte

135-155

Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

Bryan Meadows

148-169

Project Work Implementation in a Virtual Colombian Public University Environment

Yakelin Salinas

135-153

Facing CLIL Challenges at University Level

Carlo Granados Beltrán

24-42

On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies

Adriana González-Moncada

134-153

The Effects of the Multimedia “English Discoveries” Program on the Learning of Five Different Language Skills by High School Students

Jorge Benavides

7-30

The Use of Social Networks in L2 Instruction: Discussing its Opportunities and Obstacles

Perla Villegas-Torres

173-193

Authentic Tasks to Foster Oral Production Among English as a Foreign Language Learners

Sandra Milena Ramírez Ortiz, Marco Tulio Artunduaga Cuéllar

51-68

Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching

Carlo Granados-Beltrán

174-193

EFL Student-Teachers’ Identity Construction: A Case Study in Chile

Dánisa Salinas, Maximiliano Ayala

33-49

A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum

María Cristina Sarasa

27-43

The Use of Skype as a Synchronous Communication Tool Between Foreign Language College Students and Native Speakers

Mario Guerrero

33-47

Con Confianza: The Emergence of the Zone of Proximal Development in a University ESL Course

Sandra L. Soto-Santiago, Rosita L. Rivera, Catherine M. Mazak

10-25

Inquiring pre-service teachers’ narratives on language policy and identity during their practicum.

Juan Carlos Montoya-López, Ayda Vanessa Mosquera-Andrade, Oscar Alberto Peláez-Henao

51-72

Collaborative Writing to Enhance Academic Writing Development Through Project Work

Alma Milena Robayo Luna, Luz Stella Hernandez Ortiz

130-148

Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom

Sandra Viviana Pinzón Capador, Carmen Helena Guerrero Nieto

69-89

Exploring Pre-Service EFL Teachers’ Beliefs About Their Roles in an Elementary School Classroom in Regard to Pedagogical and Emotional Aspects of Students

Iván Aguirre Sánchez

26-41

ELT and Citizenship: Basic Principles to Raise Social Awareness Through Language Teaching

Javier Rojas Serrano

63-82

Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development

Jennyfer Paola Camargo Cely

115-133

Learning Needs of English and French Students from a Modern Languages Program at a Colombian University

Carmelina Encarnacion-Mosquera

9-36

English Teaching Methodologies of Modern Languages Graduates from a University in Colombia

Carmelina Encarnación Mosquera

94-120

Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT

Diego Fernando Ubaque-Casallas

33-52

The Exercise of Learner Autonomy in a Virtual EFL Course in Colombia

Paula Andrea Bedoya

82-102

Culture-Related Issues in Teacher Education Programs: The Last Decade in Colombia

Alexánder Ramírez-Espinosa

144-163

Colombian Language Teachers Abroad: An Overview of Their Professional Experience

Liana Mercedes Torres-Casierra

121-140

How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension

Liliana Ballesteros Muñoz, Silvana Tutistar Jojoa

42-61

Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative Repertoires

John Steven Gómez-Giraldo

84-104

The Effectiveness of Using the Lexical Approach to Developing Ethiopian EFL Learners’ Vocabulary Competence

Addisu Sewbihon-Getie

69-93

Othering: Towards a Critical Cultural Awareness in the Language Classroom

Sthephanny Moncada Linares

129-146

Analysis of the Teaching Practices at a Colombian Foreign Language Institute and Their Effects on Students' Communicative Competence

María Fernanda Jaime Osorio, Edgar Alirio Insuasty

45-64

Communication Strategies Used by Pre-Service English Teachers of Different Proficiency Levels

Angela Yicely Castro Garcés, Silvio Fabián López Olivera

10-25

The Language Portfolio as a Self-Assessment Mechanism in an English Course Aimed at Fostering Senior Students’ Autonomy

Carlos Cárdenas Espitia

109-132

A Virtual Room to Enhance Writing Skills in the EFL Class

Dayra Piedad Ochoa Alpala, Nieves Medina Peña

62-81

Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda

Amparo Clavijo-Olarte

47-61

University Students’ English Language Improvements through a Content-Based Course

Erica Gómez Flórez, Jhon Jaime Jiménez Díaz, Sergio Alonso Lopera

73-94

Reviewing the Intersection between Foreign Language Teacher Education and Technology

John Jairo Viáfara

210-228

Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom

Fabio Adrian Torres-Rodriguez, Liliana Martínez-Granada

105-128

Learning English Through Inquiry: An Acquired Experience in Three Public Settings in Colombia

Claudia Janneth Parada Moreno

141-166

Bridging the Gap Between Theory and Practice in a B.A. Program in EFL

Julia Zoraida Posada Ortiz, Eliana Garzón Duarte

122-137

From Brick-and-Mortar to Cyberlearning: The Evolution and Impact of Distance Learning on ELT in Colombia

Juan Carlos Acosta, Marcela Díaz-Ramírez , Cenaida Gómez-Sáenz

217-242

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Eric Gómez Burgos

141-159

The Procedural Syllabus and the Task Syllabus: How Similar, How Different?

Sasan Baleghizadeh

104-113

An Understanding of the Concept and Conditions of Bilingualism: A Study in an EFL Setting

Sandra Patricia Lastra R.

167-187

An Exploration of the Historical-Pedagogical Trends in Colombian ELT: Interpretative Analysis of the ASOCOPI/HOW Archive from 1966 to 1985

Carlo Granados-Beltrán, Luis Miguel Martínez-Luengas

125-147

Through Teachers’ Eyes: The Use of Virtual Classrooms in ELT

Jairo Enrique Castañeda, Ferney Cruz Arcila

76-92

Culture and Interculture: What are we talking about? Challenges for the ELT Community

Carlos Rico-Troncoso

105-118

A Task-based Teacher Development Program in a Rural Public School in Colombia

Claudia Camila Coronado Rodríguez, Luisa Fernanda Aguilar Peña, María Fernanda Jaime-Osorio

64-83

A Didactic Proposal for EFL in a Public School in Cali

Orlando Chaves, Alejandro Fernandez

10-29

Influence of Strategies-Based Feedback in Students’ Oral Performance

Angie Sisquiarco, Santiago Sánchez Rojas, José Vicente Abad

93-113

Teachers’ Beliefs and the Integration of Technology in the EFL Class

Martha García Chamorro, Lourdes Rey

51-72

Possible Impossibilities of Peace Construction in ELT: Profiling the Field

Yeraldine Aldana-Gutiérrez

141-162

Knowledge-Base in ELT Education: A Narrative-Driven Discussion

Angela Yicely Castro-Gárces

194-211

Development of the Distinct Multiple Intelligences in Primary Students Through Interest Centers

Fredy Alonso Dueñas Macías

90-115

Coursebook Dependency in Secondary and Tertiary-Level EFL Teachers

Ozlem Ozen Tosun, Emrah Cinkara

81-105

Understanding Gender in the Dynamics of the Hidden Curriculum: An ELT Colombian Case Study

Claudia Mojica

9-27

ASOCOPI for the Periphery: ELT Development in the Caribbean Region from 1989 to 2018

Pilar Méndez-Rivera, Alexander Steffanell, Francisco Pérez- Gómez

103-123

A Radio Program: a Strategy to Develop Students’ Speaking and Citizenship Skills

María Fernanda Jaime Osorio, Mabel Catalina Caicedo Muñoz, Iván Camilo Trujillo Bohórquez

8-33

Socio-Cultural Stereotypes: Exploring Students’ Perceptions Regarding Social Issues

Mayra Liliana Barrera Mora, Sandra Milena Cantor Trujillo

161-173

Influence of Contextual Factors on EFL Mexican Teachers’ Beliefs and the Use of Textbooks

Eliphelet Rivera Cuayahuitl, Celso Pérez Carranza

75-90

Reading beyond the Classroom: The Effects of Extensive Reading at USTA, Tunja

Nery Yolanda Ruíz de Guerrero, Arias Rodríguez Gladis Leonor

71-91

Developing Listening through the Use of Authentic Material

Adriana Morales, Ana Milena Beltrán

101-124

Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking

Carmen Helena Guerrero-Nieto, Álvaro Hernán Quintero-Polo

119-133

Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers

Doris Correa, Sandra Echeverri

44-62

Sustainable Development Goals: Contributions from the Colombian ELT Community Research

William Ricardo Ortiz-García, Carol Anne Ochoa-Alpala

187-216

How Can a Process of Reflection Enhance Teacher-Trainees’ Practicum Experience?

Diana Zulimay Camacho Rico, Lucy Durán Becerra, Judith C. Albarracin Trujillo, Marjorie Verónica Arciniegas Vera, Magdaleydy Martínez Cáceres, Gabriel Eduardo Cote Parra

48-60

Exploring English Teachers’ Perceptions About Peer-Coaching as a Professional Development Activity of Knowledge Construction

Adriana Castañeda-Londoño

80-101

The Impact of ICT Training Through Wikis on In-Service EFL Teachers: Changes in Beliefs, Attitudes, and Competencies

Yamith José Fandiño Parra

11-32

Local Epistemological Perceptions that Underlie EFL Literature and Teaching Practices in Colombia

Martha Isabel Bonilla-Mora, Johanna Patricia López-Urbina

11-31

Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-service Teachers

Jahir Aguirre Morales, Bertha Ramos Holguín

169-197

Incorporating Values into the English Classroom

Odilia Ramírez Contreras

11-26

Critical ELT Agendas from the Territories: Recalling the Past, Exploring the Present, and Envisioning the Future

Bertha Ramos Holguín, Julieth Lorena López Acevedo, Jhon Eduardo Mosquera Pérez

31-51

Instructional Sequences of English Language Teachers: An Attempt to Describe Them

José Aldemar Álvarez

29-48

Review of English Teaching in Rural Areas in Colombia: Challenges, Setbacks, and Lessons Learned

Yamith José Fandiño-Parra, Andrea Muñoz-Barriga, Sandra Patricia Barbosa-Hernández

149-168

Blended Learning in the Teaching of English as a Foreign Language: An Educational Challenge

Carol Anne Ochoa Alpala, Eliana Edith Roberto Flórez

154-168

The Socialization of a Novice Teacher of English: Becoming an Agent of Change

Claudia Patricia Mesa Villa

83-100

A Mexican Study of Multiple Intelligences for Pre-Service Teachers of English as a Foreign Language

Rebeca Elena Tapia Carlín, María del Carmen Castillo Salazar, Susana Velázquez Cortés

170-189

In and out of School Literacy Practices

Yakelin Salinas Vacca

131-150

Elite Vs. Folk Bilingualism: The Mismatch between Theories and Educational and Social Conditions

Carmen Helena Guerrero

165-179

Review of the book Understanding language classroom contexts: The starting point for change, by M. Wedell & A. Malderez

Melba Libia Cárdenas

135-138

Reading Comprehension Course Through a Genre-Oriented Approach at a School in Colombia

Andrés Rodríguez Sánchez

35-62

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HOW  is a journal published by The Colombian Asociation of English-language Teachers (ASOCOPI)
Address: Carrera 27 A # 53 – 06 Oficina 405, Bogotá (Colombia)
Telephone/landline: (+57 1) 2115018
how.journal.colombia@gmail.com
www.howjournalcolombia.org
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