EFL

18 Items

All Items

  • Analyzing the Concept and Field of Inquiry of English as a Lingua Franca from a Decolonial Perspective

    Gabriela da Costa Rosa, Ana Paula Duboc
    840-857
    |Abstract
    = 515 veces | PDF
    = 347 veces| | HTML
    = 8 veces| | VISOR
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a14
  • ChatGPT as a Tool to Improve Written Expression in English as a Foreign Language

    Alicia Ricart
    1-16
    |Abstract
    = 119 veces | PDF (ESPAÑOL (ESPAÑA))
    = 60 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 3 veces|
    DOI: https://doi.org/10.17533/udea.ikala.354584
  • Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis

    Paula Andrea García Montes, Juan Sebastián Martínez, Andrés Romero
    105-124
    |Abstract
    = 571 veces | PDF (ESPAÑOL (ESPAÑA))
    = 315 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a06
  • Creation of Virtual Learning Objects for the Development of Technological Skills and the Learning of English as a Foreign Language

    Delcy Carolina Parra Diettes
    527-546
    |Abstract
    = 1387 veces | PDF (ESPAÑOL (ESPAÑA))
    = 819 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a14
  • Critical Race and Decolonial Theory Intersections to Understand the Context of ELT in the Global South

    Sandra Ximena Bonilla Medina, Kyria Finardi
    822-839
    |Abstract
    = 955 veces | PDF
    = 611 veces| | HTML
    = 312 veces| | VISOR
    = 5 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a13
  • Decoloniality in ELT: A Political Project

    Carmen Helena Guerrero Nieto, Clarissa Menezes Jordão, Gabriela Veronelli
    586-594
    |Abstract
    = 953 veces | PDF (PORTUGUÊS (BRASIL))
    = 0 veces| | PDF (PORTUGUÊS (BRASIL))
    = 143 veces| | PDF
    = 572 veces| | HTML
    = 14 veces| | VISOR
    = 38 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a01
  • Developing Cosmopolitanism Through Intercultural Mediation Activities: An After-School Digital Storytelling Project in Catalonia

    Miaomiao Zhang
    1-19
    |Abstract
    = 198 veces | PDF
    = 123 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 12 veces|
    DOI: https://doi.org/10.17533/udea.ikala.352092
  • Disrupting Colonial Tensions in Initial Language Teacher Education: Criteria Based on Critical Interculturality

    Carlo Granados-Beltrán
    627-645
    |Abstract
    = 595 veces | PDF
    = 399 veces| | HTML
    = 3 veces| | VISOR
    = 25 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a03
  • English Instructors Navigating Decoloniality with Afro Colombian and Indigenous University Students

    Claudia Patricia Gutierrez, Maure Aguirre Ortega
    783-802
    |Abstract
    = 793 veces | HTML
    = 31 veces| | VISOR
    = 16 veces| | PDF
    = 588 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a11
  • Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia

    Nancy Emilce Carvajal Medina, Flor Ángela Hurtado Torres, Mónica Yohanna Lara Páez, Mariana Ramírez Sánchez, Harol Arley Barón Gómez, Dayana Alexandra Ayala Bonilla, Cristian Moisés Coy
    596-626
    |Abstract
    = 1816 veces | PDF
    = 965 veces| | HTML
    = 11 veces| | VISOR
    = 26 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a02
  • Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis

    Astrid Núñez Pardo
    702-724
    |Abstract
    = 1461 veces | PDF
    = 890 veces| | HTML
    = 34 veces| | VISOR
    = 10 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a07
  • Learning for or Learning with: Avaliar se Avaliando for an ELT Assessment Otherwise

    Camila Haus, João Victor Schmicheck
    764-782
    |Abstract
    = 286 veces | HTML
    = 3 veces| | PDF
    = 198 veces| | VISOR
    = 4 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a10
  • Learnings on Conflicts and Reconciliations in EFL Preservice Teachers' Pedagogical Practicum

    Edgar Augusto Aguirre-Garzón, Diego Ubaque-Casallas, Adriana Salazar-Sierra, Maria Eugenia López-Hurtado
    646-662
    |Abstract
    = 533 veces | PDF (ESPAÑOL (ESPAÑA))
    = 333 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 10 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a04
  • Teaching Foreign Languages at the U-Diversity: Exploring Pathways Towards Decoloniality and Critical Interculturality

    Janeth María Ortiz Medina, Fabio Alberto Arismendi Gómez, Paula Andrea Londoño Ceballos
    663-683
    |Abstract
    = 746 veces | PDF (ESPAÑOL (ESPAÑA))
    = 561 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 17 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 45 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a05
  • The Impact of a Vision Intervention on Translation and Interpretation Students’ L2 Motivation

    Benjamin Carcamo, Carmen Carmona
    1-19
    |Abstract
    = 297 veces | PDF
    = 167 veces| | EPUB
    = 5 veces|
    DOI: https://doi.org/10.17533/udea.ikala.353447
  • TikTok/Flipgrid for Foreign Language Learning in Higher Education: A Case Study

    Carmen Pérez-Sabater, Enrique Cerezo-Herrero, Inmaculada Barbasán Ortuño
    1-19
    |Abstract
    = 387 veces | PDF
    = 300 veces| | EPUB
    = 8 veces|
    DOI: https://doi.org/10.17533/udea.ikala.353501
  • Using Translanguaging to Decolonize English Language Teaching in Colombia: A Narrative Inquiry

    Diego F. Ubaque-Casallas
    1-17
    |Abstract
    = 788 veces | PDF
    = 583 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 18 veces|
    DOI: https://doi.org/10.17533/udea.ikala.348890
  • Voices from the Aboriginals: A Response from the South Aimed at Southing Language Education

    Ana Paula Marques Beato-Canato, Rogério Back, Vera Lúcia Lopes Cristovão, Paula Francescon
    744-762
    |Abstract
    = 595 veces | PDF (PORTUGUÊS (BRASIL))
    = 383 veces| | HTML
    = 6 veces| | VISOR
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n3a09