HOW Journal https://howjournalcolombia.org/index.php/how <p><em>HOW Journal</em>&nbsp;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).</p> <p><em>HOW Journal&nbsp;</em>is an academic publication led by ASOCOPI, the Colombian Association of Teachers of English. The journal is indexed in&nbsp;the Education Resources Information Center (ERIC), Latindex, Redalyc, SciELO Colombia, and Publindex-Colciencias, classified in&nbsp;<strong>category C</strong>.</p> <p>It&nbsp;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.</p> <h3>Our Purpose</h3> <p>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.</p> <h3>Deadline for submissions</h3> <p>The deadline for submissions of manuscripts for the first issue (published in January) is&nbsp;<strong>April 1st</strong>&nbsp;of the previous year. Submissions for the second issue (published in July) will be received until&nbsp;<strong>October 1st</strong>&nbsp;of the previous year. Please, read the&nbsp;<a href="https://howjournalcolombia.org/index.php/how/about/submissions#authorGuidelines" target="_new">Author Guidelines</a>&nbsp;for information on how to prepare and upload your submission.</p> <p align="center"><strong>Follow us on:</strong><br><a href="https://twitter.com/how_journal" target="_blank" rel="noopener"><img src="/public/site/images/howjournal/twitter.jpg" alt="" height="50px"></a>&nbsp;<a href="https://linkedin.com/company/how-journal" target="_blank" rel="noopener"><img src="/public/site/images/howjournal/2000px-Linkedin.svg__1.png" alt="" height="50px"></a>&nbsp;<a href="https://scholar.google.com/citations?hl=es&amp;authuser=1&amp;user=sfBFTPwAAAAJ" target="_blank" rel="noopener"><img src="/public/site/images/howjournal/google-academico.jpg" alt="" height="50px"></a></p> Asocopi en-US HOW Journal 0120-5927 <p><a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license" target="_blank"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a style="text-decoration: none;" href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p><p>The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.</p> Editorial https://howjournalcolombia.org/index.php/how/article/view/how.26.2.528 Edgar Lucero Copyright (c) 2019 Edgar Lucero Babativa http://creativecommons.org/licenses/by-nc-nd/4.0 2019-08-06 2019-08-06 26 2 7 9 10.19183/how.26.2.528 From the President of Asocopi https://howjournalcolombia.org/index.php/how/article/view/532 Carlo Granados Beltrán Copyright (c) 2019 Carlo Erwin Granados Beltrán http://creativecommons.org/licenses/by-nc-nd/4.0 2019-08-22 2019-08-22 26 2 10 11 Online peer-tutoring: a renewed impetus for autonomous English learning https://howjournalcolombia.org/index.php/how/article/view/503 <p>Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees’ exposure to an online-based peer-tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees’ logs, and records of their engagement with the model’s internet resources, researchers identified a change in participants’ conceptualization of autonomous learning and an impact on their self-directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer-tutoring model favors.</p> Luis Ignacio Herrera Bohórquez José David Largo Rodríguez John Jairo Viáfara González Copyright (c) 2019 Luís Ignacio Herrera Bohórquez, José David Largo Rodríguez, John Jairo Viáfara González https://creativecommons.org/licenses/by-nc-nd/4.0 2019-07-21 2019-07-21 26 2 12 31 10.19183/how.26.2.503 Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions https://howjournalcolombia.org/index.php/how/article/view/502 <p>Students’ engagement and determination require the use of self-regulated learning strategies to facilitate adequate preparation. This article reports a research study that looks into how eight instructors, who were trained to promote self-regulation, interact with 18 students of a Bachelor of Arts program in English language teaching in Bogotá. The problem was the prevalence of an instructional model of reproduction of knowledge in the English language classes taken by the 18 students. The pedagogical intervention introduces dialogic tutoring. The instructors’ voices, in the role of tutors, and the students’ voices, as tutees, were collected in 40 videos, a questionnaire, and a focus group. Grounded theory allowed transposing the identification of patterns, code tagging, and code grouping into concepts. This process generated four principles that worked positively in the promotion of self-regulation in this socially and culturally diverse sample of instructors and students, namely: (1) addressing needs, interests and beliefs; (2) setting goals; (3) scaffolding learning; (4) providing quality feedback.</p> Imelda Zorro Rojas Copyright (c) 2019 Imelda Zorro https://creativecommons.org/licenses/by-nc-nd/4.0 2019-07-21 2019-07-21 26 2 33 57 10.19183/how.26.2.502 Was I being critical? Vision and action in English language teacher education https://howjournalcolombia.org/index.php/how/article/view/506 <p>Criticality has recently made its way into the field of English Language Teaching. It has mainly fostered the study of teachers’ individual commitments with their social context. A reflective account is offered here based on my praxis when I adopted a critical pedagogy to teach literature in the English language teacher education program at the National University of La Pampa (UNLPam) in Argentina. Drawing on observations and documents, I give in this paper an autoethnographic account of my practice. The results show that I maintained a constant questioning of my practice and a persistent wariness about the appropriateness of keeping a critical position in my teaching context. All teachers should perform these two reflective actions in view of our role as socially and pedagogically responsible agents of practice.</p> Enrique Alejandro Basabe Copyright (c) 2019 Enrique Alejandro Alejandro Basabe https://creativecommons.org/licenses/by-nc-nd/4.0 2019-07-21 2019-07-21 26 2 59 74 10.19183/how.26.2.506 The Lingua Franca Core: A Plausible Option? https://howjournalcolombia.org/index.php/how/article/view/479 <p>One important decision that English language teachers should make is to decide on a pronunciation model. This decision should be based not only on mere preference, but also on technical information. This paper seeks to review the Lingua Franca Core (LFC), a pronunciation model proposed by Jennifer Jenkins (1998, 2000) in an attempt to facilitate communication for L2 speakers. This paper also presents a set of reactions that her proposal has prompted in scholars in the area of teaching English language pronunciation. Such reactions are the manifestation of rejection of the LFC which is based on a number of arguments. First, there is no agreement as to the number of interactions that occur in English in L1 and L2 contexts. Thus, the predominant use of L2 speakers of English is questioned. Secondly, the advantage of the intelligibility of non-native speakers over native speakers in interaction with other non-native speakers is also subjected to scrutiny. Finally, a special focus on implications for the L1-Spanish-speaking learner of English is proposed, as well as for English language teachers who teach pronunciation. For instance, a series of issues which could facilitate the learner’s workload is discussed. One the other hand, the implementation of the LFC implies that the amount of work to be done by the teacher would be drastically increased. This necessarily entails a disadvantage in terms of both time and teaching materials to be allocated by the English Language Teaching (ELT) professional.</p> Marco Sandro Antonio Ugarte Olea Copyright (c) 2019 Marco Sandro Antonio Ugarte Olea https://creativecommons.org/licenses/by-nc-nd/4.0 2019-07-21 2019-07-21 26 2 75 87 10.19183/how.26.2.479 Points of Improvement: Reflective Strategy to Support Chilean EFL Pre-Service Teachers’ Lesson Planning https://howjournalcolombia.org/index.php/how/article/view/498 <p>This action research study aims to explore the contribution of the use of points of improvement as a reflective strategy to support eleven Chilean EFL pre-service teachers’ ability to plan communicative-oriented lessons. Through questionnaires and a focus group, participants’ responses were examined using thematic analysis. Findings yielded that their beliefs about communicative-oriented lessons were in fact linked with the communicative approach. Lastly, their perceptions towards the use of points of improvement as a reflective strategy showed more awareness in the classroom, narrowing the gap between their pedagogical and disciplinary knowledge.</p> Nataly Telles Quezada María-Jesús Inostroza Araos Maritza Rosas-Maldonado Copyright (c) 2019 Nataly Telles, María-Jesús Araos, Maritza Rosas https://creativecommons.org/licenses/by-nc-nd/4.0 2019-07-21 2019-07-21 26 2 88 105 10.19183/how.26.2.498 A Virtual Learning Object (VLO) to Promote Reading Strategies in an English for Specific Purposes Environment https://howjournalcolombia.org/index.php/how/article/view/517 <p>This study describes the influence of a Virtual Learning Object in the promotion of reading strategies in a class of English for Specific Purposes for the majors of Social Communication and Journalism at a private institution of higher education in Bogota, Colombia. Students’ failure to meet the school standards led to the design and implementation of a virtual tool to support academic achievement. Data came from a sample of 15 students’ reading cycle reports, self-assessment of progress, questionnaires, and interviews. Results suggest that the developed VLO did promote the participants’ appropriation of reading strategies proposed in the design of the course. The process with the VLO not only prompted higher reading comprehension, but also facilitated and enriched learning experiences.</p> Sandra Cecilia Hernández Urrego Copyright (c) 2019 Sandra Cecilia hernández https://creativecommons.org/licenses/by-nc-nd/4.0 2019-07-21 2019-07-21 26 2 106 122 10.19183/how.26.2.517 Designing Language Assessments in Context: Theoretical, Technical, and Institutional Considerations https://howjournalcolombia.org/index.php/how/article/view/512 <p>The purpose of this article of reflection is to raise awareness of how poor design of language assessments may have detrimental effects, if crucial qualities and technicalities of test design are not met. The article first discusses these central qualities for useful language assessments. Then, guidelines for creating listening assessments, as an example, are presented to illustrate the level of complexity in test design and to offer a point of reference to evaluate a sample assessment. Finally, the article presents a discussion on how institutional school policies in Colombia can influence language assessment. The article concludes by highlighting how language assessments should respond to theoretical, technical, and contextual guidelines for them to be useful.</p> Frank Giraldo Copyright (c) 2019 Frank Giraldo https://creativecommons.org/licenses/by-nc-nd/4.0 2019-07-21 2019-07-21 26 2 123 143 10.19183/how.26.2.512