How Journal
HOW
About the Journal
HOW Journal is a biannual publication by and for teachers of English who wish to share outcomes of educational and research experiences intended to add understanding to English language teaching practices (ELT). Therefore, the journal falls within the field of education and, specifically, the teaching and learning of English as a second, foreign, additional, or international language (ESL, EFL, EAL, EIL). HOW Journal is an academic publication led by ASOCOPI, the Colombian Association of Teachers of English. The journal is indexed in the Education Resources Information Center (ERIC), Latindex, Redalyc, SciELO Colombia, and Publindex-Minciencias. It is also registered with Citas Latinoamericanas en Ciencias Sociales y Humanidades (CLASE), Dialnet, the Directory of Open Access Journals (DOAJ), EBSCO, Educational Research Abstracts (ERA), Emerging Sources Citation Index (Clarivate Analytics), InfoTrac GALE Cengage Learning Informe Académico, and the MLA International Bibliography.
Special Issue
ELT Agendas from the Territories: Recalling the Past, Exploring the Present, and Envisioning the Future
Bertha Ramos Holguín, Julieth Lorena López Acevedo, Jhon Eduardo Mosquera PérezIntegrating Language and Content: Sixty Years of University English Language Education in Colombia
Lourdes Rey-Paba, Kathleen A. Corrales, Angela Bailey, Nayibe Rosado MendinuetaNavigating English Language Teacher/Teaching Education in the Colombian Context: A Shared Responsibility
Edgar Lucero, Yolanda Samacá-Bohórquez. Jairo Enrique Castañeda-TrujilloASOCOPI for the Periphery: ELT Development in the Caribbean Region from 1989-2018
Pilar Méndez, Alexander Steffanell, Francisco PérezAn exploration of historical-pedagogical trends in Colombia: ASOCOPI/HOW Journal interpretative-archive analysis between 1966-1985
Carlo Granados Beltrán, Luis Miguel Martínez LuengasReview and analysis of the teaching of English in rural areas in Colombia: Challenges, setbacks, and lessons learned
Yamith José Fandiño Parra, Andrea Muñoz Barriga, Sandra Patricia Barbosa HernándezEnglish in the Dark. Learners, Parents, and Teachers Perspectives of English Language Teaching and Learning in a Rural School in Boyacá
José Adriano Barbosa Corredor, Liceth Alejandra Bohórquez LeónSustainable Development Goals: Contributions from the research of the Colombian EFL/ELT community
William Ricardo Ortiz García Carol Anne Ochoa Alpala
Language Learning Strategies Under the PBL Approach: Study of Seventh Graders' Speaking
lenis Gamarra-Pautt, Zoila Liliana Giraldo-MartínezProspective Feedback to Improve Speaking and Affective Dimensions in Higher Education Students
Pablo Aedo CancinoEnhancing Oral Fluency with the Describing Picture Strategy in Chilean Higher Education
Nicoll Stefanie Castillo-Torres, Angie Quintanilla-EspinozaThe Contribution of the Elevator Pitch to Support 11th EFL Graders' Oral Fluency
Francisca Lazcano-Santibáñez, Nataly Valeria Quezada-TellesUse of Video-Based Listening Activities to Improve Students' Listening Comprehension
Ana Elizabeth Acuña-González, Claudio Heraldo Díaz-LarenasClose Your Passport: A Revision of Latin American Experiences Using Collaborative Online International Learning (COIL)
Yuranny Marcela Romero-ArchilaUsing IMAGE Model to De-Center Stereotypes in EFL Colombian Eighth Graders
Ana Maria Sagre-Barboza, Paula Andrea García-Montes and Sobeida del Carmen Correa MoreloReflection and Revision of Themes Enunciative Practices in English Pedagogy. Profiling the Literature from a Border-Perspective
Diego Ubaque-CasallasHOW 2024
Revised Bloom's Taxonomy to Analyze the Scope of CLIL Classes with Children
William Ricardo Ortiz-Garcia, Zulma Carolina Navarrete-VillarragaInformation Literacy and Discourse Analysis for Verifying Information among EFL Learners
Yaseen Azi, Sami Abdullah Hamdi, Mohammed OkashaExploring Listening Assessment in a Colombian EFL Context: A Case Study
Ana Gutiérrez-Rojas, Nayibe Rosado-MendinuetaFactors Contributing to EFL Learners’ Construction of Arguments in Culturally Infused Discussions.
Pablo Vergara-Montes, Luzkarime Calle-DíazPedagogies of Well-being: A Narrative Perspective to Explore Two English Student-Teachers’ Experiences
Diego Ubaque-CasallasCritical Reading inside a Cross-curricular Approach.
Rubiela Cruz-RoaThe Contribution of Board Games to Pre-Kindergarten Students’ Oral Production.
Leslie Werlinger B., Maria-Jesus Inostroza A.Reflections and Revision of Themes Addressing Emotional Aspects in the Second Language Learning Processes
Luis F. Cisneros
Dios Nos Hizo Diferentes
Angie Marroquin, Anna Carolina PeñalozaInner Speech and Speed Reading
Francy Lorena García, Edgar Willian Jurado SotoThe Use of a Storyboard Platform to Enhance Reading Comprehension.
Flora Isabel Mandiola-Villalobos, Maria Angelica Inostroza-Macaya and Danisa Thamara Salinas-Carvajal.Enhancing Reading Skills through Scaffolding Strategies in Eighth-Grade EFL Students.
Diego Ubaque-CasallasConfiguring Collocations and Prepositions in Essay Writing through a Corpus-based Strategy.
Leonardo Alba-López.The Effect of Teachers’ Age on Their Beliefs about Action Research.
Vahid Rahmani Doqaruni.Reflection and Revision of Themes Critical Perspectives in English Language Teaching.
Angela Patricia Velásquez-Hoyos, Luis Herney Villegas LópezHOW 2023
Participants’ Narratives of the Fulbright FLTA Program on their Intercultural and Professional Experience
Angela Patricia Velásquez-Hoyos, Lizeth Andrea Martínez-Burgos.Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’
Karen Tatiana Camargo-Ruiz, Daniel Aponte-MoniquiraPortraying Students’ Emotions in English Conversation Clubs at a Colombian University
Anthony Ceron, Norbella Miranda.English Teachers’ Perceptions of a Language Assessment Literacy Course
Las Frank Giraldo, Daniela Escalante-Villa, Daniela Isaza-PalacioEFL Teacher Professional Development Needs: Voices from the Periphery
Marta Isabel Barrientos-Moncada, Natalia Andrea Carvajal-Castaño.
HOW 2022
Learning Needs of English and French Students from a Modern Languages Program at a Colombian..
Social Entrepreneurship Projects in the English Class: A Pandemic Multimodal Experience
Task-based Teacher Development Program in a Rural Public School in Colombia
Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative...
Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom
Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning
Effect of Backward Summary Technique on Reading Comprehension Enhancement among Non-English Majors
Reflections and Revision of Themes The Use of Social Networks in L2 Instruction: Discussing its Opportunities and Obstacles
Knowledge-Base in ELT Education: A Narrative-Driven Discussion
An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching
Special issue
Colombian ELT Community and Scholarship: Current Pathways and Potency
Edgar Lucero, Adriana Castañeda-LondoñoReflections and Revision of Themes 25 Years of HOW: A Celebration of Language Teaching and Learning.
Ana Clara Sánchez-SolartePublishing in Local ELT Journals: A Way to Decolonialize Knowledge. Melba Libia Cárdenas *Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda.
Amparo Clavijo-OlarteCriticality and English Language Education: An Autoethnographic Journey. Raúl Alberto Mora *Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment.
Frank GiraldoComprehending Interculturality and its Future Directions in English Language Teaching and Teacher Education in the Colombian Context. Bertha Ramos-Holguín *Culture and Interculture: What are we talking about? Challenges for the ELT Community.
Carlos Rico-TroncosoEmergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking.
Carmen Helena Guerrero-Nieto, Álvaro Hernán Quintero-PoloOn the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies.
Adriana González-MoncadaCReconstructing a Personal Story about Being a Teacher Educator and a Researcher
Jairo Enrique Castañeda-Trujillo
Pre-Service Language Teachers’ Knowledge and Practices of Intercultural Communicative Competence
María Teresa Esteban-NúñezUnderstanding Basic English Users’ Classroom Interaction: A Case Study
Ximena Rocío Contreras-Espinosa, Karen Michell Villamizar-MantillaDigital Skills for Communication and Content Creation: Can B-learning Greatly Influence Them?
Yeimmy Rubiela Gómez-OrjuelaThe Effectiveness of Using the Lexical Approach to Developing Ethiopian EFL Learners’ Vocabulary Competence
Addisu Sewbihon-GetieEnglish Teaching Methodologies of Modern Languages Graduates from a University in Colombia
Carmelina Encarnación MosqueraColombian Language Teachers Abroad: An Overview of Their Professional Experience
Liana Mercedes Torres-Casierra
Local Epistemological Perceptions that Underlie EFL Literature and Teaching Practices in Colombia
Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT
Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball?
Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers
Theme-Based Teaching to Promote Oral Fluency in a University in Colombia
Promotion of Critical Reading through the Use of Political Cartoons
University Students’ Attitudes towards the Use of YouTube in the EFL Classroom
Feminism in a Female Teacher’s Discourse in an EFL Classroom
how 2020
Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses
Authentic Materials and Tasks as Mediators to Develop EFL Students’ Intercultural Competence
Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom
Enhancing Reading Comprehension through an Intensive Reading Approach
Digital Storytelling: Boosting Literacy Practices in Students at A1-Level
Iranian L2 Researchers' Perspectives on Research Ethics *Reflections and Revision of Themes
Reflections and Revision of Themes A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter
Non-normative corporalities and transgender identity in English as a Foreign Language student teachers
Hard-of-Hearing Individuals’ narratives of Inclusion and Exclusion about their schooled EFL learning
Inquiring pre-service teachers’ narratives on language policy and identity during their practicum
Motivation and Attitude as the Fuel to Develop English Language Classroom Activities: A Self-Determination Study
The Impact of Raising Awareness of the Speech Act On Speaking Ability across Gender and Proficiency
Reflections and Revision of Themes
Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks
Statistics for Classroom Language Assessment: Using Numbers Meaningfully
