 Introdução Editorial |
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| | · "We envisage our role as building a culture of significant possibility, that is, a culture where beliefs and choices are both context-bound and transformative, and where discourses and practices are situated somewhere between dominant and ideal realities."
Cárdenas-Beltrán, Melba Libia
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| Edições dos investigadores do professor |
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| | · Adolescents' Awareness of Environmental Care: Experiences when Writing Short Descriptive Texts in English
Jaramillo Urrutia, Lorena; Medina Gutiérrez, Ana Stella
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| | · Grassroots Action Research and the Greater Good
Rainey, Isobel
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| | · How Do EFL Student Teachers Face the Challenge of Using L2 in Public School Classrooms?
Viáfara, John Jairo
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| | · The Nature of Recognition in TEFL Teachers' Lives
Gillings de González, Barbara Scholes
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| | · Teachers' Knowledge of Second Language and Curriculum: A Narrative Experience
Mendieta Aguilar, Jenny Alexandra
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| | · Comparing Teaching Styles and Personality Types of EFL Instructors in the Public and Private Sectors
Díaz Larenas, Claudio H; Rodríguez Moran, Andrea Victoria; Poblete Rivera, Karen Jocelyn
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| | · The Effect of Direct and Indirect Corrective Feedback on Students' Spelling Errors
Baleghizadeh, Sasan; Dadashi, Mehdi
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| | · Collaborative Language Learning in Teletandem: A Resource for Pre-Service Teacher Education
Biondo Salomão, Ana Cristina
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| Edições dos investigadores do professor do Novice |
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| | · The Role of Discussion Boards in a University Blended Learning Program
González Moreno, Rosa Isabel
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| Edições baseadas em reflexões e em inovações |
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| | · When Theory Meets Practice: Applying Cambourne's Conditions for Learning to Professional Development for Elementary School EFL Teachers
Cadavid Múnera, Isabel Cristina; Díaz Mosquera, Claudia Patricia; Quinchía Ortiz, Diana Isabel
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| | · Peer Interaction: A Social Perspective towards the Development of Foreign Language Learning
Gómez Lobatón, July Carolina
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| | · Teaching EFL Academic Writing in Colombia: Reflections in Contrastive Rhetoric
Gómez, Juan D
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Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons
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