desde Redalyc
{{t.titulosHerramientas.nube}}
{{t.titulosHerramientas.numeros}}
X
{{t.formats.viewer}}
PDF
HTML
{{t.formats.mobile}}
ePUB
XML JATS
{{t.titulosSecciones.citas}}
{{t.titulosSecciones.autorias}}
{{t.titulosSecciones.descargas}}
{{t.titulosSecciones.revision}}
Abstract: This paper reports a small section of a larger study that uses a mixed-methods approach to examine participation experiences of novice teachers of English in Chile beginning their careers in nonharmonic public, semiprivate, and private school communities. Dra
en es
Abstract: This paper aims at showing how a bottom-up approach of the study of educational policies can shed some light on how elementary school teachers deal with educational policies to make them work. This is a partial report on a larger focus group study conducted i
en es
Abstract: This paper reports on Ecuadorian pre-service and in-service teachers’ ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students’ cultural and linguistic diversity. A qualitative case stud
en es
Abstract: This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007-2017 concerning the English language section. This analysis uses the reports and databases from the Instituto Colombiano para la Evaluació
en es
Abstract: This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify
en es
Abstract: This article focuses on the impact reflective learning has on a group of EFL preservice teachers’ academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants’ acad
en es
Abstract: The extent to which writing assessment training (WAT) impacts writing scores has been widely explored in L2 testing contexts. However, little is known of the benefits of WAT to classroom assessment of writing. This paper analyzes the impact of two WAT session
en es
Abstract: This article reports on an action research study about the exploration of local communities to enact agency and value rural identity. Thirty-three students from a rural public school in Colombia participated in the study. Our aim was to examine ways in which
en es
Abstract: This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). D
en es
Abstract: This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers approach the assessment of
en es
Abstract: The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by e
en es
Abstract: In this reflection article I examine language assessment literacy initiatives and their possible impact on teachers, and I discuss the connections that exist between language assessment literacy and teachers’ professional development. I explain that training
en es
|
|
||
|---|---|---|
|
|
||
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} |  |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|