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

Wilder Yesid Escobar Alméciga, Reid Evans

94-111

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

Marcela Díaz Ramírez

31-53

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

Diana Ballén

10-30

Needs Analysis in English for Academic Purposes: The Case of Teaching Assistants at the University of Khartoum

Abuelgasim Sabah Elsaid Mohammed, Hala Salih Mohammed Nur

49-68

Exploring Students’ Perceptions About English Learning in a Public University

Patricia Kim Jiménez

69-91

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

Andrés Rodríguez Sánchez

35-62

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

Nery Yolanda Ruíz de Guerrero, Arias Rodríguez Gladis Leonor

71-91

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

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

Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy

Frank Giraldo

35-61

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

Bertha Ramos Holguín, Jahir Aguirre Morales

134-150

Analyzing the Extensive Reading Approach: Benefits and Challenges in the Mexican Context

Aurora Varona Archer

169-184

Developing Learner Autonomy Through Project Work in an ESP Class

Martha Isabel Díaz Ramírez

54-73

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

Carmelina Encarnacion-Mosquera

9-36

Students’ Needs Analysis in an EFL Program for University Professors

Paula Andrea Bedoya, Luz María Valencia, Juan Carlos Montoya

11-36

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

Marian Lissett Olaya Mesa

149-170

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

Standardized Test Results: An Opportunity for English Program Improvement

Maureyra Jiménez, Caroll Rodríguez, Lourdes Rey Paba

121-140

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

Jorge Benavides

7-30

On Becoming a Good English Language Learner: An Exploratory Case Study

Damaris Ana Ruth Panzachi Heredia, Pedro Luis Luchini

26-44

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

Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

Héctor Alejandro Galvis

107-122

Influence of Strategies-Based Feedback in Students’ Oral Performance

Angie Sisquiarco, Santiago Sánchez Rojas, José Vicente Abad

93-113

The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback

Negar Moslemi, Adel Dastgoshadeh

11-34

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

Paula Andrea Bedoya

82-102

Reading Logs and Literature Teaching Models in English Language Teacher Education

Ornella Ochoa Delarriva, Enrique Alejandro Basabe

37-53

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

Perla Villegas-Torres

173-193

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

Eric Gómez Burgos

141-159

Editorial

Melba Libia Cárdenas

7-9

Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment

Frank Giraldo

78-92

The Relationship between the Use of Language Learning Strategies and Teaching Methods: A Case of Iranian EFL Learners

Firooz Sadighi, Nasrin Kukabi

47-63

A Virtual Room to Enhance Writing Skills in the EFL Class

Dayra Piedad Ochoa Alpala, Nieves Medina Peña

62-81

Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning

Hossein Hashemnezhad

129-153

Fostering Autonomy Through Syllabus Design: A Step-by-Step Guide for Success

Alexánder Ramírez Espinosa

114-134

Improving Writing through Stages

Adriana Maritza Rivera Barreto

11-23

The Design of a Theme-Based and Genre-Oriented Strategic Reading Course to Improve Students’ Reading Comprehension Skills at a Public School in Colombia

Fabián Padilla De La Cerda

49-67

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

Carol Anne Ochoa Alpala, Eliana Edith Roberto Flórez

154-168

Storyboards and Reading Comprehension of Literary Fiction in English

José Mario Molina Naar

149-169

Effect of Backward Summary Technique on Reading Comprehension Enhancement among Non-English Majors

Samaneh Bahrami, Ramin Rahimy

154-172

The Impact of TBI on Intermediate Students’ Writing skills in Online Classes at a Private Institute in Cartagena de Indias

Adriana Garcia-Echeverry, Alexandra Novozhenina

43-64

Collaborative Writing to Enhance Academic Writing Development Through Project Work

Alma Milena Robayo Luna, Luz Stella Hernandez Ortiz

130-148

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

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

Bryan Meadows

148-169

Treating ESL Writing Errors: Balancing Form and Content

María Cristina Giraldo de Londoño, Ronald Alan Perry

107-123

A Case Study on Content Based Instruction for Primary School Children

Helda Alicia Hidalgo Dávila, Magda Lucy Caicedo Vela

112-134

Personal Narratives: A Pedagogical Proposal to Stimulate Language Students’ Writing

Fredy Orlando Salamanca González

65-79

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

Carmelina Encarnación Mosquera

94-120

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

Addisu Sewbihon-Getie

69-93

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

Using SFL as a Tool for Analyzing Students’ Narratives

Doris Correa, Camilo Domínguez

112-133

Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans

Mary Mily Gómez Sará

139-156

Improving Reading Comprehension Skills through Reading Strategies Used by a Group of Foreign Language Learners

Nancy Gómez Torres, Jhon Jairo Ávila Constain

55-70

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

Exploring EFL Students’ Reading Comprehension Process through Their Life Experiences and the Sight Word Strategy

Jennifer Camargo, Jenny Carolina Orbegozo Navarro

57-72

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

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

Javier Rojas Serrano

63-82

Public School Students’ Performance in an EFL Cooperative Work Environment

John Jairo Viáfara González, María Eugenia López Hurtado

89-112

Tracking the Path of Communities of Inquiry in TEFL: A Literature Review

Darlene González Miy, Luz Edith Herrera Diaz

80-94

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

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

73-94

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

Martha García Chamorro, Lourdes Rey

51-72

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

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

Gabriel Vicente Obando Guerrero, Ana Clara Sánchez Solarte

135-155

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

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

Reflection on Teachers’ Personal and Professional Growth Through a Materials Development Seminar

Astrid Núñez Pardo, María Fernanda Téllez Téllez

54-74

Observing before Learning: Visual Material for the Learning of English as a Foreign Language

Diana Benavides, Liliana Murcia, Mabel Niño

93-111

Creativity in the English Class: Activities to Promote EFL Learning

Hernán A. Avila

91-103

25 Years of HOW: A Celebration of Language Teaching and Learning

Ana Clara Sánchez-Solarte

18-30

Reviewing the Intersection between Foreign Language Teacher Education and Technology

John Jairo Viáfara

210-228

Statistics for Classroom Language Assessment: Using Numbers Meaningfully

Frank Giraldo

135-155

High School Students’ Affective Reaction to English Speaking Activities

Oliver Camilo Jorquera Torres, Jhon Eliot Mendoza Zapata, Claudio Heraldo Díaz Larenas

102-120

Pre-Service Language Teachers’ Knowledge and Practices of Intercultural Communicative Competence

María Teresa Esteban-Núñez

11-29

Children’s Narratives: A Mirror of Their Social Sensitivity

Yudy Constanza Paola Quevedo

125-140

A Diagnosis of English Language Teaching in Public Elementary Schools in Pasto, Colombia

Jesús Alirio Bastidas, Gaby Muñoz Ibarra

95-111

Halloween Drama Contest: A Didactic Approach to English Language Teaching in a non-Bilingual School

Sandra Camelo, Andrea Sánchez, Milena Yanes

83-105

Applying Connectivist Principles and the Task-Based Approach to the Design of a Multimodal Didactic Unit

Yeraldine Aldana Gutiérrez, Mauro Jordan Baquero Rodríguez, Gustavo Adolfo Rivero Ortiz, Dora Cenaida Romero García

93-122

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

Angela Yicely Castro Garcés, Silvio Fabián López Olivera

10-25

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

Sandra Patricia Lastra R.

167-187

Coursebook Dependency in Secondary and Tertiary-Level EFL Teachers

Ozlem Ozen Tosun, Emrah Cinkara

81-105

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

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

Amparo Clavijo-Olarte

47-61

The Comparative Effect of Teaching Collocations through Literary vs. Non-Literary Content on EFL Learners

Elahe Saedpanah, Adel Dastgoshadeh

63-80

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

Fredy Alonso Dueñas Macías

90-115

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

Fabio Adrian Torres-Rodriguez, Liliana Martínez-Granada

105-128

More Than Half a Century Teaching EFL in Colombian secondary schools: Tracing Back Our Footprints to Understand the Present

Jesús Alirio Bastidas

10-26

Othering: Towards a Critical Cultural Awareness in the Language Classroom

Sthephanny Moncada Linares

129-146

The Influence of Peer Assessment and the Use of Corpus for the Development of Speaking Skills in In-Service Teachers

Mary Mily Gómez Sará

103-128

Characteristics of Effective Intercultural Multimedia Material in the English Language Class

Diana Jánica, Lourdes Rey, Nayibe Rosado

153-164

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 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

Local Identity Studies of Gender Diversity and Sexual Orientation in ELT

Harold Castañeda-Peña

154-172

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

Claudia Janneth Parada Moreno

141-166

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

Angela Yicely Castro-Gárces

194-211

Extensive Listening in a Colombian University: Process, Product, and Perceptions

Carlos A. Mayora

101-121

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

Sasan Baleghizadeh

104-113

Using an Audiovisual Materials-Based Teaching Strategy to Improve EFL Young Learners’ Understanding of Instructions

Gemalli Ulloa Salazar, Claudio Díaz Larenas

91-112

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

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

103-123

In and out of School Literacy Practices

Yakelin Salinas Vacca

131-150

Colombian Language Teachers Abroad: An Overview of Their Professional Experience

Liana Mercedes Torres-Casierra

121-140

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