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 article reports the impact of an exploratory action research (EAR) project on developing teachers’ action research competencies. Through various face-to-face and online activities, the project facilitated four English language teachers to conduct EAR in
en es
Abstract: This paper describes a case study of instructional strategies employed in a collaborative online international learning experience between students from Colombia and the US to increase their understanding of cultural tolerance. The study aimed to examine stud
en es
Abstract: This study explored the emotions and coping strategies of 25 Bhutanese English teachers in response to student disruption. Thematic analysis of in-depth interviews revealed that the participants encountered a variety of students’ disruptive behaviours that el
en es
Abstract: This exploratory study examines the link between emotions and teacher agency across different geographical contexts. Semi-structured interviews and life stories were used and analyzed through Hargreaves’ emotional geography framework. The findings reveal that
en es
Abstract: This qualitative ethnographic study investigates students’ agency of a language policy in a Colombian public university. Participants were 85 undergraduate students, and data collection involved document analysis, non-participatory observation, a questionnair
en es
Abstract: This article reports a mixed-methods case study on English language teachers’ evaluation of an online assessment course and their language assessment literacy. Our goal was to examine the teachers’ perceptions of the contents, activities, and the impact of th
en es
Abstract: This study examines the application of corpus linguistics in English language teaching (ELT) in Colombia, where its practical adoption remains limited compared to many developed countries. Data were gathered through a survey of English instructors at Colombia
en es
Abstract: This mixed-methods study examined preservice teachers’ perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathere
en es
Abstract: This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical
en es
Abstract: This article presents a qualitative study exploring how eleventh-grade EFL students in a Colombian private school construct their linguistic identities through discursive positioning practices. In the context of language standardization, students negotiate th
en es
Abstract: In this article, we attempt to understand English teachers’ perceptions, practices, and challenges concerning social agency through an integrative literature review to build and draw an interpretative framework and generate new knowledge. To achieve this, 58
en es
Abstract: Colombia is one of the most socioeconomically unequal countries worldwide, with rural regions facing severe poverty, under-resourced schools, precarious economic opportunities, and an unresolved armed conflict. These inequalities are often overlooked in ELT p
en es
|
|
||
|---|---|---|
|
|
||
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} |  |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|
| {{criterio.prioridadCriterio}}. {{criterio.observaciones}} | |
|