https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL <p>AJAL is an international, fully refereed, open-access e-journal led by FAAPI (Federación Argentina de Asociaciones de Profesores de Inglés). It is a publication for teachers, teacher educators, and researchers interested in sharing their expertise, experience, and concerns in the fields of Applied Linguistics and second/foreign language teaching. AJAL welcomes original research articles, state-of- the-art articles, literature reviews, essays, materials reviews, academic events reports and classroom accounts, both in English and Spanish.</p> <p>The editors of AJAL are supported by an Editorial Board, whose members may referee submissions. Other anonymous referees, whose names are published once a year, are appointed as specialized reviewers. Their decisions are based upon the relevance, clarity, and value of the manuscripts submitted. Submissions could be accepted, accepted with modifications, or rejected. Reviewers’ decisions are final and are not subject to re-evaluation.</p> <p>Our Journal can be found in <a href="https://latindex.org/latindex/ficha/20743">Latindex</a></p> <p> <em>ISSN</em> 2314-1735</p> Federación Argentina de Asociaciones de Profesores de Inglés en-US Argentinian Journal of Applied Linguistics - ISSN 2314-3576 2314-3576 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/485 Marina Gonzalez Anabella Sauer Maria Marta Mora Copyright (c) 2025 Marina Gonzalez; Anabella Sauer, Maria Marta Mora https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/476 <p>This presentation explores the vital role of interaction in language learning and development. It critiques prevailing ELT trends that overlook interaction, examines the impact of trends on learner outcomes, and emphasizes learner agency. Through backward design and clear learning objectives, it highlights the importance of awareness and noticing. Using metaphorical chameleon stories, it contrasts passive adaptation with meaningful, connected transformation in the ELT context, advocating for interaction as a co-constructed, empowering learning process.</p> Leonor Corradi Copyright (c) 2025 Leonor Corradi https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/479 <p>In this reflective paper, the author explores interactions in reading within a teaching-learning situation. Focus is given to questions and how they enhance interaction, particularly in samples from textbooks analysed by the author.</p> Jorge Abboud Copyright (c) 2025 Jorge Abboud https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/484 <p>N/A</p> Virginia López Grisolia Copyright (c) 2025 Virginia López Grisolia https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/483 <p>Classroom speaking tasks are widely used to foster oral skills – but how effective are they? This article explores real-world teacher-student and peer interactions, both in and beyond the classroom. After a brief theoretical grounding, there is a reflection on how theoretical notions and practical strategies, together with emerging tech tools, such as AI, can enhance these interactions. The primary objectives are to critically assess pedagogically designed oral tasks and discover ways to make student communicative competence and performance more impactful.</p> Ricardo Javier Palma Copyright (c) 2025 Ricardo Javier Palma https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/477 <p>This classroom-based study examines learners’ perceptions of two innovative, learner-centered approaches to oral assessment implemented in advanced English courses at a public university in Argentina. Moving beyond traditional teacher-led interviews, the research explores how multimodal and reflective assessment formats may support students’ development of oral competence, autonomy, and metacognitive awareness. Using a mixed-methods design, quantitative data from post-assessment questionnaires were analyzed alongside qualitative reflections to identify patterns of convergence and divergence across pedagogical dimensions. Results revealed consistently positive perceptions, with students highlighting the value of interaction, creativity, and self-reflection as key to improving their communicative performance. The findings suggest that multimodal, interaction-oriented assessment can transform assessment into a process of learning and engagement, offering a viable alternative to conventional testing practices.</p> Pedro Luchini Copyright (c) 2025 Pedro Luchini https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/474 <p>This report provides an overview of the XLIX FAAPI Conference held in Tucumán, Argentina, on September 25, 26 and 27, 2025. The annual conference of the Federación Argentina de Asociaciones de Profesores de Inglés (FAAPI) brought together educators, researchers, and students. The report describes the structure, highlights of plenary and semi-plenary sessions, thematic strands, participant engagement, and reflections on institutional impact and future directions. It includes participants’ expectations and takeaways—ranging from first-time attendees to experienced ones—to illustrate the event from diverse perspectives.</p> Maria Marta Mora Copyright (c) 2025 Maria Marta Mora https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/469 <p>This event report reviews the 60th National and 6th International Conference of the <em>Asociación Colombiana de Profesores de Inglés</em> (ASOCOPI), held in Santa Marta in October 2025. The academic event, themed <em>Linguistic Empowerment: Celebrating Our Legacy, Envisioning Our Future</em>, brought together over 500 professionals to discuss current trends in English Language Teaching (ELT) in Colombia and beyond. The report highlights plenary sessions on decolonial pedagogy, teacher agency, and collaborative research, as well as the launch of a special issue of <em>HOW Journal</em>. Overall, it reflects ASOCOPI’s enduring contribution to fostering research, reflection, and professional growth in ELT.</p> Enrique Alejandro Basabe Copyright (c) 2025 Enrique Alejandro Basabe https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/480 <p>El reporte aborda los ejes fundamentales del encuentro virtual “Lenguas Extranjeras en la escuela e investigación situada: diálogos necesarios rumbo al 2026", organizado por el colectivo <em>Docentes de Lenguas Extranjeras de Santa Fe </em>el 25 de octubre de 2025.</p> Carla Yanina Raguseo Virginia Rubio Scola Mario López Barrios Copyright (c) 2025 Carla Yanina Raguseo, Virginia Rubio Scola, Mario López Barrios https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 13 2