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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	1553	166	1	1720
Using an Audiovisual Materials-Based Teaching Strategy to Improve EFL Young Learners’ Understanding of Instructions	1321	23	0	1344
The Procedural Syllabus and the Task Syllabus: How Similar, How Different?	881	26	1	908
Creativity in the English Class: Activities to Promote EFL Learning	593	170	19	782
The Impact of Project Work and the Writing Process Method on Writing Production	680	8	1	689
Reflection on Teachers’ Personal and Professional Growth Through a Materials Development Seminar	666	13	3	682
Needs Analysis in English for Academic Purposes: The Case of Teaching Assistants at the University of Khartoum	176	348	8	532
Exploring Students' Perceptions About English Learning in a Public University	352	30	12	394
Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy	327	31	4	362
Motivation in Second Language Learning: A Historical Overview and Its Relevance in a Public High School in Pasto, Colombia	284	30	36	350
Extensive Listening in a Colombian University: Process, Product, and Perceptions	319	24	1	344
Othering: Towards a Critical Cultural Awareness in the Language Classroom	297	32	7	336
Reflective Teaching: An Approach to Enrich the English Teaching Professional Practice	172	126	6	304
Impact of a Professional Development Program on EFL Teachers’ Performance	269	22	10	301
A Radio Program: a Strategy to Develop Students’ Speaking and Citizenship Skills	207	14	13	234
Can Working Memory Strategies Enhance English Vocabulary Learning?	184	31	8	223
Influence of Strategies-Based Feedback in Students' Oral Performance	192	20	0	212
Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom	189	9	4	202
A Virtual Learning Object (VLO) to Promote Reading Strategies in an English for Specific Purposes Environment	168	9	17	194
Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans	130	20	11	161
Pre-Service English Teachers' Voices About the Teaching Practicum	104	52	2	158
Reading Comprehension Course Through a Genre-Oriented Approach at a School in Colombia	110	42	1	153
Exploring English Teachers’ Perceptions About Peer-Coaching as a Professional Development Activity of Knowledge Construction	127	22	4	153
The Lingua Franca Core: A Plausible Option?	128	15	8	151
Classroom Management and Novice Language Teachers: Friend or Foe?	126	19	3	148
A Didactic Proposal for EFL in a Public School in Cali	138	8	0	146
Developing Learner Autonomy Through Project Work in an ESP Class	126	12	0	138
Analyzing Student Perceptions on Translanguaging: A Case Study of a Puerto Rican University Classroom	105	29	2	136
Reflections on Educational Issues among Modern Language Students	129	2	5	136
EFL Student-Teachers' Identity Construction: A Case Study in Chile	61	68	5	134
Authentic Tasks to Foster Oral Production Among English as a Foreign Language Learners	94	22	11	127
Just in Time Teaching: A Strategy to Encourage Students’ Engagement	107	11	4	122
Reading Logs and Literature Teaching Models in English Language Teacher Education	87	33	0	120
Students’ Needs Analysis in an EFL Program for University Professors	101	14	4	119
EFL in Public Schools in Mexico: Dancing Around the Ring?	94	12	3	109
Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning	89	9	5	103
The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills	76	8	7	91
EFL Teacher Professionalism and Identity: Between Local/Global ELT Tensions	66	23	2	91
Influence of Contextual Factors on EFL Mexican Teachers’ Beliefs and the Use of Textbooks	79	9	1	89
On Becoming a Good English Language Learner: An Exploratory Case Study	47	36	0	83
Standardized Test Results: An Opportunity for English Program Improvement	67	7	8	82
Personal Narratives: A Pedagogical Proposal to Stimulate Language Students’ Writing	55	24	1	80
The Role of Blogs and Web Resources in Students' Autonomous Learning Awareness	72	5	2	79
From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners	74	5	0	79
Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions	55	9	15	79
Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom	75	0	1	76
Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching	60	13	2	75
Reflections on Critical Incidents of EFL Teachers During Career Entry in Central Mexico	63	3	6	72
Using Personal Portable Devices as Learning Tools in the English Class	67	2	1	70
The Comparative Effect of Teaching Collocations through Literary vs. Non-Literary Content on EFL Learners	54	10	6	70
Points of Improvement: Reflective Strategy to Support Chilean EFL Pre-Service Teachers' Lesson Planning	58	9	3	70
Fostering Autonomy Through Syllabus Design: A Step-by-Step Guide for Success	40	27	1	68
Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students	34	28	4	66
Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development	56	6	4	66
Using SFL as a Tool for Analyzing Students' Narratives	58	7	0	65
The Influence of Peer Assessment and the Use of Corpus for the Development of Speaking Skills in In-Service Teachers	62	3	0	65
The Design of a Theme-Based and Genre-Oriented Strategic Reading Course to Improve Students’ Reading Comprehension Skills at a Public School in Colombia	46	11	6	63
Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary	56	4	1	61
Materials Development in the Colombian Context: Some Considerations About Its Benefits and Challenges	0	19	40	59
Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers	46	8	5	59
High School Students’ Affective Reaction to English Speaking Activities	40	12	6	58
Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach	54	1	1	56
Designing Language Assessments in Context: Theoretical, Technical, and Institutional Considerations	37	7	5	49
Was I Being Critical? Vision and Action in English Language Teacher Education	38	2	7	47
English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom	31	15	0	46
Tracking the Path of Communities of Inquiry in TEFL: A Literature Review	33	8	4	45
More Than Half a Century Teaching EFL in Colombian secondary schools: Tracing Back Our Footprints to Understand the Present	39	4	0	43
The Socialization of a Novice Teacher of English: Becoming an Agent of Change	22	18	2	42
Analysis of the Teaching Practices at a Colombian Foreign Language Institute and Their Effects on Students’ Communicative Competence	34	3	1	38
Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL	26	8	2	36
How Novice EFL Teachers Regulate Their Negative Emotions	30	5	1	36
Learners’ Perceptions and Undergraduate Foreign Language Courses at a Colombian Public University	19	12	4	35
The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback	30	2	3	35
From Transnational Language Policy Transfer to Local Appropriation: The Case of the National Bilingual Program in Medellín, Colombia	30	3	0	33
Learners’ Satisfaction in Two Foreign Language Teacher Education Programs: Are We Doing Our Homework?	24	6	2	32
Con Confianza: The Emergence of the Zone of Proximal Development in a University ESL Course	16	12	0	28
Editorial	8	19	0	27
Coursebook Dependency in Secondary and Tertiary-Level EFL Teachers	14	7	6	27
Collaborative Work and Language Learners’ Identities When Editing Academic Texts	17	3	6	26
Creating a Pedagogical Space that Fosters the (Re)Construction of Self Through Life Stories of Pre-Service English Language Teachers	23	2	0	25
Editorial	9	15	0	24
Editorial	7	16	0	23
EFL Students’ Perceptions of Social Issues in Famous Works of Art	18	3	0	21
Editorial	8	12	0	20
Editorial	5	15	0	20
Editorial	6	14	0	20
A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum	9	8	3	20
Editorial	5	13	0	18
Exploring Two EFL Teachers’ Narrative Events Regarding Vocabulary Teaching and Learning	16	0	2	18
Challenges of the HOW Journal in Spreading Teachers’ Works in Times of Ranking Pressures	6	2	1	9
Review of the Book Understanding Language Classroom Contexts: The Starting Point for Change	6	2	0	8
Identity Construction and Reversal Conceptual Transfer Among Iranian EFL Learners	4	2	2	8
Characterizing ASOCOPI: Its Affiliates, Ideals, and Contributions	5	2	0	7
Editorial	6	1	0	7
Editorial	5	0	0	5
Editorial	2	1	0	3
Moving Forward, in Times of Reforms in the Evaluation of Scientific Journals	2	0	0	2

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Top 100 articles by number of accesses

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