Vol. 24 No. 1 (2022): January-June | Colombian Applied Linguistics Journal

View Vol. 24 No. 1 (2022): January-June

Published: 2022-05-10

English Language Teaching in Times of Change and the Relevance of Maintaining a Clear View on Critical Perspectives

Ximena Bonilla Medina, Alvaro Hernan Quintero Polo

https://doi.org/10.14483/22487085.19301

1-5
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From assistance to social intervention: volunteering in the construction of agencies

Marisol Patricia Saucedo Revollo Lage, Fernanda Coelho Liberali

https://doi.org/10.14483/22487085.17017
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The Relationship between Emotional Intelligence, Foreign Language Anxiety, and Demotivational Factors in an English Preparatory Language Program

Enisa Mede, Tugce Budak

https://doi.org/10.14483/22487085.17859

6-22
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Perceptions on Adverbial Mobility in TESOL A Survey of English Language Teachers in Port Harcourt, Nigeria

Joseph Onyema Ahaotu

https://doi.org/10.14483/22487085.16922

23-37
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Narratives about Being and Becoming English Language Teachers in an ELT Education Program

Jairo Enrique Castañeda Trujillo, Eliana Maritza Alarcón Camacho, María Fernanda Jaime Osorio

https://doi.org/10.14483/22487085.17940

38-50
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Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective

Salomi Papadima-Sophocleous

https://doi.org/10.14483/22487085.17373

67-88
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The Influence of Self-Assessment on the English Language Learning Process

Leonardo Herrera, Carlos Hernán Cuesta Melo, María Alejandra Lucero Zambrano

https://doi.org/10.14483/22487085.17673

89-104
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English Teachers Gendered Identities Constructions in their Doings, Sayings and Relatings

Angela Milena Rodriguez

https://doi.org/10.14483/22487085.17903

105-118
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Controversial Issues and their Impact on the Construction and Reshaping of EFL Learners' Habitus

Juan Eduardo Ortiz López, Tracey Keitt

https://doi.org/10.14483/22487085.14329

119-133
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Digital reading in the blended-learning modality. An educational perspective

Sandra Patricia Quitián Bernal, Juan González Martínez

https://doi.org/10.14483/22487085.17681

51-66
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