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 or foreign language (ESL, EFL).

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-Colciencias, classified in category C.

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.

Our Purpose

Our journal’s main objective is to maintain communication among English teachers both in Colombia and abroad by offering opportunities for the dissemination of knowledge resulting from educational and research practices that concern English language teaching issues.

Deadline for submissions

The deadline for submissions of manuscripts for the first issue (published in January) is April 1st of the previous year. Submissions for the second issue (published in July) will be received until October 1st of the previous year. Please, read the Author Guidelines for information on how to prepare and upload your submission.

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Vol 26 No 2: July/December 2019

Published: 2019-08-22

Editorial

Edgar Lucero

7-9

From the President of Asocopi

Carlo Granados Beltrán

10-11

Online peer-tutoring: a renewed impetus for autonomous English learning

Luis Ignacio Herrera Bohórquez, José David Largo Rodríguez, John Jairo Viáfara González

12-31

The Lingua Franca Core: A Plausible Option?

Marco Sandro Antonio Ugarte Olea

75-87

Points of Improvement: Reflective Strategy to Support Chilean EFL Pre-Service Teachers’ Lesson Planning

Nataly Telles Quezada, María-Jesús Inostroza Araos, Maritza Rosas-Maldonado

88-105

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