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Top 100 articles by number of accesses

article	html	pdf	abstract	total
The Role of Language in the Identity Formation of Transnational EFL Teachers	3020	385	1	3406
Using an Audiovisual Materials-Based Teaching Strategy to Improve EFL Young Learners’ Understanding of Instructions	2664	45	2	2711
Creativity in the English Class: Activities to Promote EFL Learning	1525	392	20	1937
The Procedural Syllabus and the Task Syllabus: How Similar, How Different?	1598	36	3	1637
Needs Analysis in English for Academic Purposes: The Case of Teaching Assistants at the University of Khartoum	866	612	11	1489
Reflection on Teachers’ Personal and Professional Growth Through a Materials Development Seminar	1112	23	4	1139
The Impact of Project Work and the Writing Process Method on Writing Production	999	12	4	1015
Characterizing ASOCOPI: Its Affiliates, Ideals, and Contributions	1013	2	0	1015
Reflective Teaching: An Approach to Enrich the English Teaching Professional Practice	538	381	6	925
A Radio Program: a Strategy to Develop Students’ Speaking and Citizenship Skills	726	17	14	757
Motivation in Second Language Learning: A Historical Overview and Its Relevance in a Public High School in Pasto, Colombia	629	46	57	732
Othering: Towards a Critical Cultural Awareness in the Language Classroom	653	49	9	711
Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy	601	60	4	665
Exploring Students' Perceptions About English Learning in a Public University	559	57	14	630
Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom	398	54	9	461
Impact of a Professional Development Program on EFL Teachers’ Performance	368	60	13	441
Can Working Memory Strategies Enhance English Vocabulary Learning?	342	61	13	416
Extensive Listening in a Colombian University: Process, Product, and Perceptions	364	28	1	393
The Lingua Franca Core: A Plausible Option?	334	41	11	386
A Didactic Proposal for EFL in a Public School in Cali	331	19	1	351
Pre-Service English Teachers' Voices About the Teaching Practicum	232	107	6	345
Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning	311	17	7	335
Exploring English Teachers’ Perceptions About Peer-Coaching as a Professional Development Activity of Knowledge Construction	292	35	6	333
Influence of Strategies-Based Feedback in Students' Oral Performance	277	51	2	330
A Virtual Learning Object (VLO) to Promote Reading Strategies in an English for Specific Purposes Environment	276	16	37	329
Using Personal Portable Devices as Learning Tools in the English Class	301	5	4	310
Reading Comprehension Course Through a Genre-Oriented Approach at a School in Colombia	253	49	3	305
EFL Student-Teachers' Identity Construction: A Case Study in Chile	128	151	6	285
Developing Learner Autonomy Through Project Work in an ESP Class	251	19	4	274
EFL in Public Schools in Mexico: Dancing Around the Ring?	248	21	5	274
Classroom Management and Novice Language Teachers: Friend or Foe?	226	35	3	264
Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans	188	31	17	236
Authentic Tasks to Foster Oral Production Among English as a Foreign Language Learners	159	53	21	233
Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary	222	9	1	232
Students’ Needs Analysis in an EFL Program for University Professors	171	49	4	224
Tracking the Path of Communities of Inquiry in TEFL: A Literature Review	198	13	4	215
Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom	176	36	3	215
Using SFL as a Tool for Analyzing Students' Narratives	194	12	3	209
From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners	196	6	1	203
Reflections on Critical Incidents of EFL Teachers During Career Entry in Central Mexico	183	8	8	199
EFL Teacher Professionalism and Identity: Between Local/Global ELT Tensions	143	50	2	195
Reading Logs and Literature Teaching Models in English Language Teacher Education	123	64	1	188
Just in Time Teaching: A Strategy to Encourage Students’ Engagement	163	19	6	188
Reflections on Educational Issues among Modern Language Students	177	4	5	186
Personal Narratives: A Pedagogical Proposal to Stimulate Language Students’ Writing	105	77	1	183
The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills	140	18	16	174
Standardized Test Results: An Opportunity for English Program Improvement	127	23	13	163
Fostering Autonomy Through Syllabus Design: A Step-by-Step Guide for Success	111	47	4	162
On Becoming a Good English Language Learner: An Exploratory Case Study	109	48	1	158
Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom	150	6	1	157
Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions	119	15	20	154
Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers	120	14	11	145
Influence of Contextual Factors on EFL Mexican Teachers’ Beliefs and the Use of Textbooks	128	13	1	142
The Role of Blogs and Web Resources in Students' Autonomous Learning Awareness	126	8	7	141
The Comparative Effect of Teaching Collocations through Literary vs. Non-Literary Content on EFL Learners	108	21	7	136
The Design of a Theme-Based and Genre-Oriented Strategic Reading Course to Improve Students’ Reading Comprehension Skills at a Public School in Colombia	105	18	11	134
High School Students’ Affective Reaction to English Speaking Activities	100	19	8	127
Points of Improvement: Reflective Strategy to Support Chilean EFL Pre-Service Teachers' Lesson Planning	102	18	3	123
Analysis of the Teaching Practices at a Colombian Foreign Language Institute and Their Effects on Students’ Communicative Competence	97	6	1	104
Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students	69	30	5	104
The Influence of Peer Assessment and the Use of Corpus for the Development of Speaking Skills in In-Service Teachers	97	4	2	103
Materials Development in the Colombian Context: Some Considerations About Its Benefits and Challenges	0	33	67	100
Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching	76	20	2	98
English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom	71	23	3	97
More Than Half a Century Teaching EFL in Colombian secondary schools: Tracing Back Our Footprints to Understand the Present	83	9	4	96
The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback	77	11	5	93
Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach	88	2	2	92
Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development	80	8	4	92
The Socialization of a Novice Teacher of English: Becoming an Agent of Change	57	24	4	85
Designing Language Assessments in Context: Theoretical, Technical, and Institutional Considerations	70	10	5	85
How Novice EFL Teachers Regulate Their Negative Emotions	59	11	2	72
Coursebook Dependency in Secondary and Tertiary-Level EFL Teachers	47	12	9	68
Creating a Pedagogical Space that Fosters the (Re)Construction of Self Through Life Stories of Pre-Service English Language Teachers	59	8	0	67
Was I Being Critical? Vision and Action in English Language Teacher Education	55	3	7	65
Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL	50	11	3	64
A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum	25	31	6	62
Learners’ Perceptions and Undergraduate Foreign Language Courses at a Colombian Public University	42	15	5	62
From Transnational Language Policy Transfer to Local Appropriation: The Case of the National Bilingual Program in Medellín, Colombia	52	8	0	60
Collaborative Work and Language Learners’ Identities When Editing Academic Texts	42	3	9	54
Con Confianza: The Emergence of the Zone of Proximal Development in a University ESL Course	28	19	1	48
Learners’ Satisfaction in Two Foreign Language Teacher Education Programs: Are We Doing Our Homework?	39	7	2	48
EFL Students’ Perceptions of Social Issues in Famous Works of Art	29	5	5	39
Exploring Two EFL Teachers’ Narrative Events Regarding Vocabulary Teaching and Learning	32	5	2	39
Identity Construction and Reversal Conceptual Transfer Among Iranian EFL Learners	15	7	12	34
Editorial	11	19	0	30
Editorial	13	15	0	28
Editorial	10	17	0	27
Editorial	9	18	0	27
Review of the Book Understanding Language Classroom Contexts: The Starting Point for Change	21	5	0	26
Editorial	11	12	0	23
Editorial	8	15	0	23
Challenges of the HOW Journal in Spreading Teachers’ Works in Times of Ranking Pressures	19	2	1	22
Editorial	6	15	0	21
Editorial	17	3	0	20
Editorial	11	0	0	11
Editorial	10	1	0	11
Moving Forward, in Times of Reforms in the Evaluation of Scientific Journals	6	0	0	6

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Top 100 articles by number of accesses

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