ICT provide a toolbox for many scholars to facilitate their work and for disseminating it in the form of publications. The education of doctoral students in Colombia requires thereto demonstrate an upper intermediate level of proficiency (B2 in the CEFR). This serves the purpose of consulting scientific literature and of enabling them to circulate their research in broader communities. The graduate school in which this author work offers a course in learning the L2 strategically (Castillo, 2014)1 in which ICT tools aid them become efficient readers and writers. It has been observed that the content, procedures and tools covered in this course for NNS of English transfer to reading and writing in LI such as the rhetorical organization of academic genres and subgenres, on-line reference generators and others.

This paper touches upon issues in L2 acquisition, pedagogy and ICT. It opens with a brief theoretical framework; it presents the syllabus used in the pedagogical innovation and it closes with a discussion of some samples of the doctoral students’ work that illustrate the use of strategic language learning and of ICT.