págs. 9-13
Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers
José Vicente Abad, Jennifer Daniela Regalado Chicaiza, Isabel Cristina Acevedo Tangarife
págs. 17-32
págs. 33-48
The Impact of Mentoring on English Language Teachers: A Case From Argentina
Mercedes Pérez Berbain, Lidia Payaslian, Anabella Sauer Rosas, Belén García, Agustina La Porta
págs. 49-64
Professional Demotivating Factors Among High School, Institute, and University EFL Teachers: A Comparative Study
págs. 65-82
Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye
págs. 83-96
págs. 97-111
págs. 113-127
págs. 129-145
págs. 147-160
The Influence of Emotions and Word Frequency in First and Second Language Processing: Evidence From the Emotional Stroop Task
Diana Marcela Lizarazo Pereira, Felicia D. Roberts, Ricardo Mauricio Tamayo
págs. 161-175
págs. 177-192
Needs Analysis to Design an English Blended Learning Program: Teachers’ and Administrators’ Voices
Luis Hernando Tamayo Cano, Andrés Felipe Riascos Gómez, Jorge Eduardo Pineda Hoyos
págs. 193-210
Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development
págs. 213-228
págs. 229-243
EFL Writing Studies in Colombia Between 1990 and 2020: A Qualitative Research Synthesis
págs. 247-267
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