<?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>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902020000200013</article-id>
<article-id pub-id-type="doi">10.15446/profile.v22n2.81894</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Cómo asegurar la calidad de un programa piloto de tutorías en lengua extranjera para futuros profesores?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velandia]]></surname>
<given-names><![CDATA[Deissy Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Monterrey  ]]></institution>
<addr-line><![CDATA[Monterrey ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>13</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902020000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902020000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902020000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article reports on an exploratory, mixed methods study aimed at identifying the methodological and epistemological criteria necessary to ensure the quality and a self-revision process of a pilot tutoring program offered to students enrolled in the BEd in philology and languages (English and French programs) at Universidad Nacional de Colombia, Bogota. Ten students of the French and English Philology programs and six tutors voluntarily participated in the research. The data were collected through document reviews, focus group discussions, and questionnaires completed by the tutors and tutees. The study revealed that a comprehensive, personalized tutoring plan was needed. Likewise, self-efficacy development, human capital, as well as technological and physical resources must be considered in order to determine the weaknesses, strengths, opportunities, and overall impact of the program.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo describe un estudio exploratorio mixto que buscó determinar los criterios metodológicos y epistemológicos necesarios para asegurar la calidad y los procesos de autoevaluación de un programa piloto de tutorías ofrecido a los estudiantes de la licenciatura en filología e idiomas (programas de inglés y francés) de la Universidad Nacional de Colombia, Bogotá. Seis tutores y diez estudiantes de estos programas participaron en el estudio. Los datos se obtuvieron de la revisión documental, entrevistas con grupos focales y cuestionarios a tutores y estudiantes. Se encontró que, para determinar las debilidades, fortalezas, oportunidades y el impacto general del programa, hay que considerar un plan de tutorías personalizado e integral, el capital humano, el desarrollo de la autonomía y los recursos físicos y tecnológicos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[academic tutoring]]></kwd>
<kwd lng="en"><![CDATA[foreign language learning]]></kwd>
<kwd lng="en"><![CDATA[quality evaluation]]></kwd>
<kwd lng="en"><![CDATA[tutor role]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[evaluación de calidad]]></kwd>
<kwd lng="es"><![CDATA[papel del tutor]]></kwd>
<kwd lng="es"><![CDATA[tutorías académicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</name>
<name>
<surname><![CDATA[Ariza]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un modelo tutorial entre compañeros como apoyo al aprendizaje autónomo del inglés [A peer-tutoring model as support to autonomous English learning]]]></article-title>
<source><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></source>
<year>2008</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>173-209</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
