<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-5927</journal-id>
<journal-title><![CDATA[How]]></journal-title>
<abbrev-journal-title><![CDATA[How]]></abbrev-journal-title>
<issn>0120-5927</issn>
<publisher>
<publisher-name><![CDATA[Asociación Colombiana de Profesores de Inglés]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-59272019000200013</article-id>
<article-id pub-id-type="doi">10.19183/how.26.2.503</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Tutoría virtual entre pares: un ímpetu renovado para el aprendizaje autónomo del inglés]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Bohórquez]]></surname>
<given-names><![CDATA[Luis Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Largo Rodríguez]]></surname>
<given-names><![CDATA[José David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viáfara González]]></surname>
<given-names><![CDATA[John Jairo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>13</fpage>
<lpage>31</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-59272019000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-59272019000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-59272019000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees' exposure to an online-based peer-tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees' logs, and records of their engagement with the model's internet resources, researchers identified a change in participants' conceptualization of autonomous learning and an impact on their self-directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer-tutoring model favors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los desafíos que enfrentaba un modelo de tutoría presencial entre pares se convirtieron en una oportunidad para integrar la virtualidad al aprendizaje autónomo del inglés en dos programas de licenciatura en una universidad pública colombiana. Este estudio cualitativo examina cómo la exposición a un ambiente de aprendizaje virtual moldea la autonomía de un grupo de tutoriados. A partir de cuestionarios, una entrevista de grupo focal, registros de reflexiones y de uso de recursos de internet, los investigadores identificaron un cambio en la conceptualización de aprendizaje autónomo y un impacto en las prácticas autodirigidas de los participantes como resultado de la inmediatez, accesibilidad, comodidad y disponibilidad de los recursos que el modelo tutoría virtual favorece.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[autonomy]]></kwd>
<kwd lng="en"><![CDATA[online environments]]></kwd>
<kwd lng="en"><![CDATA[peer-tutoring]]></kwd>
<kwd lng="en"><![CDATA[online implementation]]></kwd>
<kwd lng="en"><![CDATA[online English learning]]></kwd>
<kwd lng="es"><![CDATA[autonomía]]></kwd>
<kwd lng="es"><![CDATA[ambientes de aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[tutoría entre pares]]></kwd>
<kwd lng="es"><![CDATA[implementación virtual, aprendizaje en línea del inglés]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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