 Editorial introduction |
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| | · Possible Research Paths for English Language Teacher-Researchers in the Wake of the COVID-19 Pandemic
Cárdenas, Melba Libia; Nieto-Cruz, María Claudia; Martínez, Edwin
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| Issues From Teacher Researchers |
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| | · Deconstructing Novice Teachers’ Actions and Reactions to Nonharmonic Chilean School Communities of Practice
Romero, Gloria
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| | · Elementary School Teachers in Neoliberal Times: The Silent Voices That Make Educational Policies Work
Guerrero-Nieto, Carmen Helena; Quintero, Alvaro
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| | · Examining Current and Future Ecuadorian Educators’ Experiences Using Action Research in the English as a Second Language Classroom
Burgin, Ximena D.; Daniel, Mayra C.
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| | · Level of English in Colombian Higher Education: A Decade of Stagnation
Benavides, Jorge Eliecer
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| | · Analysis of MA Students’ Writing in English Language Teaching: A Systemic Functional Linguistic Approach
Ariza-Pinzón, Vicky
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| | · Fostering EFL Preservice Teachers’ Academic Writing Skills Through Reflective Learning
Meza, Angélica; Rodríguez, Ingrid; Caviedes, Lorena
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| | · The Impact of Assessment Training on EFL Writing Classroom Assessment: Voices of Mexican University Teachers
González, Elsa Fernanda
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| | · Enacting Agency and Valuing Rural Identity by Exploring Local Communities in the English Class
Paredes-Mendez, Lucelly; Troncoso-Rodríguez, Ingrid Alexandra; Lastra-Ramírez, Sandra Patricia
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| Issues From Novice Teacher Researchers |
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| | · Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses
Durán, Estefanía; García, Katherin
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| | · Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill
Duque-Aguilar, Jaime Fernando
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| Issues Based on Reflections And Innovations |
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| | · A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration
Barahona, Malba; Davin, Kristin J.
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| | · A Reflection on Initiatives for Teachers’ Professional Development Through Language Assessment Literacy
Giraldo, Frank
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All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License
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