Foreign Language Annals最新文献

I am my language: Roots, rhythm, and resistance 我就是我的语言：根、节奏和抵抗

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2026-03-02 DOI: 10.1111/flan.70057

Krishauna Hines-Gaither

引用次数: 0

Language teacher identity and social justice instructional practices: A history-in-person perspective 语言教师身份与社会正义教学实践：亲身经历的历史视角

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2026-02-02 DOI: 10.1111/flan.70049

Kate Paesani

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Trust, resistance, and transformation: A Q-methodological study of teachers' perspectives on AI-generated feedback in second language writing 信任、抗拒与转变：教师对第二语言写作中人工智能反馈观点的q方法研究

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-12-03 DOI: 10.1111/flan.70042

Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin

{"title":"Trust, resistance, and transformation: A Q-methodological study of teachers' perspectives on AI-generated feedback in second language writing","authors":"Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin","doi":"10.1111/flan.70042","DOIUrl":"https://doi.org/10.1111/flan.70042","url":null,"abstract":"The integration of artificial intelligence (AI) into second language (L2) writing instruction has generated an ongoing debate concerning its pedagogical value, ethical implications, and classroom implementation. While existing research highlights AI's potential to enhance writing development, teachers' subjective views remain underexplored. This study uses Q-methodology to examine educators' perspectives on the pedagogical role of AI, particularly AI-generated feedback, in L2 writing instruction. Forty teachers sorted 42 statements that captured pedagogical, emotional, and ethical concerns related to AI-supported writing practices. By-person factor analysis revealed four distinct viewpoints: (1) Instructor-Led Guided Trust, (2) Institution-Dependent Conditional Trust, (3) Strategic Resistance, and (4) Transformative Embrace. These perspectives reflect varying degrees of trust in AI, informed by beliefs about instructional quality and teacher roles. The findings emphasize the need for teacher agency, contextual responsiveness, and targeted professional development in AI adoption. This study contributes to a deeper understanding of how educators reconcile emerging technologies with pedagogical integrity, offering practical implications for policy, training, and future research in technology-enhanced education.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"34-62"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing authentic language learning simulations to support student engagement 设计真实的语言学习模拟，以支持学生的参与

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-11-10 DOI: 10.1111/flan.70036

Cherice Montgomery, Jon Balzotti, Derek Hansen

{"title":"Designing authentic language learning simulations to support student engagement","authors":"Cherice Montgomery, Jon Balzotti, Derek Hansen","doi":"10.1111/flan.70036","DOIUrl":"https://doi.org/10.1111/flan.70036","url":null,"abstract":"In a global society, learners must communicate effectively across diverse cultural contexts, but traditional classroom learning can fall short of preparing students for real-life demands. Simulations can shift students' focus from learning about language to using language for authentic tasks. This study developed and evaluated a digital, educational language simulation called a Playable Case Study (PCS). Students investigated questions about the Spanish Civil War as curators in a fictional museum and produced an exhibit for a real public audience. Researchers examined the question: How do the design features of a historically-contextualized, project-based PCS simulation influence student engagement in university Spanish language courses? Findings based on classroom observations, pre-/post-surveys, and instructor interviews (a) offer insights into four types of authenticity that affect student engagement (linguistic, cultural, disciplinary, and technological), (b) show that constructivist, multimedia curation tasks can stimulate autonomous learning, and (c) reveal technological authenticity's influence on student engagement.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"166-213"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Incorporation of ACTFL proficiency guidelines and OPI into a Chinese heritage language curriculum 将ACTFL水平指引和OPI纳入中国传统语言课程

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-09-22 DOI: 10.1111/flan.70030

Lini Ge Polin, Li Yang

{"title":"Incorporation of ACTFL proficiency guidelines and OPI into a Chinese heritage language curriculum","authors":"Lini Ge Polin, Li Yang","doi":"10.1111/flan.70030","DOIUrl":"https://doi.org/10.1111/flan.70030","url":null,"abstract":"Traditional college heritage language (HL) classes often place more emphasis on literacy development than speaking improvement. However, the native-like abilities of some heritage language learners (HLLs) in certain areas, such as acoustic perception and pronunciation, do not guarantee their oral competency. To address the issue, this study integrated the ACTFL Proficiency Guidelines—Speaking and mock Oral Proficiency Interviews (OPIs) conducted by certified ACTFL OPI testers into a Chinese HL curriculum over one semester. Forty-one participants completed pre- and post-surveys and mock OPIs at the beginning and end of the semester, respectively. The pre-post-survey comparison indicated participants' enhanced speaking awareness and stronger speaking initiatives inside and outside of class. The pre-post-mock-OPI comparison indicated improved oral proficiency of 15 participants, and some minor qualitative improvements in one or two of the criteria of Functions and Tasks, Accuracy, Context and Content, and Text Type in 16 of the other 26 participants. Implications regarding the improvement of Chinese HLLs' speaking development are discussed.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"256-277"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Trust, resistance, and transformation: A Q-methodological study of teachers' perspectives on AI-generated feedback in second language writing 信任、抗拒与转变：教师对第二语言写作中人工智能反馈观点的q方法研究

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-12-03 DOI: 10.1111/flan.70042

Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin

{"title":"Trust, resistance, and transformation: A Q-methodological study of teachers' perspectives on AI-generated feedback in second language writing","authors":"Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin","doi":"10.1111/flan.70042","DOIUrl":"https://doi.org/10.1111/flan.70042","url":null,"abstract":"The integration of artificial intelligence (AI) into second language (L2) writing instruction has generated an ongoing debate concerning its pedagogical value, ethical implications, and classroom implementation. While existing research highlights AI's potential to enhance writing development, teachers' subjective views remain underexplored. This study uses Q-methodology to examine educators' perspectives on the pedagogical role of AI, particularly AI-generated feedback, in L2 writing instruction. Forty teachers sorted 42 statements that captured pedagogical, emotional, and ethical concerns related to AI-supported writing practices. By-person factor analysis revealed four distinct viewpoints: (1) Instructor-Led Guided Trust, (2) Institution-Dependent Conditional Trust, (3) Strategic Resistance, and (4) Transformative Embrace. These perspectives reflect varying degrees of trust in AI, informed by beliefs about instructional quality and teacher roles. The findings emphasize the need for teacher agency, contextual responsiveness, and targeted professional development in AI adoption. This study contributes to a deeper understanding of how educators reconcile emerging technologies with pedagogical integrity, offering practical implications for policy, training, and future research in technology-enhanced education.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"34-62"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A teacher educator's return to P-12 world language teaching: Transforming practices, perspectives, and identities 教师教育工作者回归中小学世界语言教学：转变实践、观点和身份

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-08-06 DOI: 10.1111/flan.70004

Beth Wassell

{"title":"A teacher educator's return to P-12 world language teaching: Transforming practices, perspectives, and identities","authors":"Beth Wassell","doi":"10.1111/flan.70004","DOIUrl":"https://doi.org/10.1111/flan.70004","url":null,"abstract":"After working at a university as a language teacher educator for 20 years, I returned to the P-12 setting to coteach an inclusive high school Spanish class. The purpose of this return was to relearn to teach and to better understand current challenges in language education, student engagement, and inclusive instruction. Using an autoethnographic approach, I examined how the experience reshaped my instructional practices, my perspectives on pedagogical content knowledge, and my language teacher educator identity. The findings highlight tensions of translating theoretical and research-based approaches to classroom realities, challenges in maintaining a teacher educator identity in a P-12 context, and the importance of student voice in shaping pedagogy. By examining the contradictions between language teacher identity and language teacher educator identity, this autoethnography contributes to the discourse on language teacher preparation and reflective practice. The conclusion underscores the benefits of returning to a P-12 context for teacher educators and postsecondary language instructors, with implications for professional development and for language teacher education.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"103-122"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Novice Mandarin learners' transformative learning through critical virtual exchange: A multimodal, translanguaging design 通过批判性虚拟交换的普通话初学者的变革性学习：一个多模态的跨语言设计

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-11-06 DOI: 10.1111/flan.70034

Liling Huang, Erin Kearney

{"title":"Novice Mandarin learners' transformative learning through critical virtual exchange: A multimodal, translanguaging design","authors":"Liling Huang, Erin Kearney","doi":"10.1111/flan.70034","DOIUrl":"https://doi.org/10.1111/flan.70034","url":null,"abstract":"A key goal in world language education is decentering learners' assumptions about cultures. However, many teaching models, including virtual exchange (VE), equate culture with nation-states and promote target-language-only policies, which can reinforce stereotypes and limit culture exploration for beginners. The study investigates the transformative learning (TL) impact of a critical VE that connected learners from two novice Mandarin courses in the United States with individuals from diverse Chinese communities. Participants engaged in hometown conversations using full linguistic repertoires and a multimodal map. Data from 16 participants—including surveys, journals, meetings, digital stories, and interviews with 5 focal participants—were analyzed. Findings revealed key TL outcome of critical assessment of assumptions. Multimodal conversation analysis of meeting episodes showed that learners strategically drew on a wide range of linguistic and multimodal resources for meaning negotiation, interaction management, and co-construction of local culture knowledge. Translanguaging served as both a scaffold and a decolonizing act, fostering equitable transcultural learning. A pedagogical model is proposed, highlighting multiperspective dialogues, guided reflections, and translanguaging.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"141-165"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Framing ASL education: Perspectives from postsecondary ASL professionals 建构美国手语教育：来自高等院校美国手语专业人士的观点

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-09-02 DOI: 10.1111/flan.70016

Jason D. Listman, John S. Pirone, Tracy Ivy, Kimberly K. Pudans-Smith

引用次数: 0

The evolving profession 不断发展的职业

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2026-03-15 DOI: 10.1111/flan.70056

Kristin J. Davin, Francis John Troyan

引用次数: 0