Foreign Language Annals最新文献_第2页

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":"147564756","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

AI literacy: A core practice in world language education 人工智能素养：世界语言教育的核心实践

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-11-06 DOI: 10.1111/flan.70037

Xinyue Lu, Anna Zaitseva, Francis John Troyan

{"title":"AI literacy: A core practice in world language education","authors":"Xinyue Lu, Anna Zaitseva, Francis John Troyan","doi":"10.1111/flan.70037","DOIUrl":"https://doi.org/10.1111/flan.70037","url":null,"abstract":"The emergence of artificial intelligence (AI) innovations like ChatGPT presents new opportunities and challenges for world languages (WL) education. WL teacher education programs must prepare preservice teachers with AI literacy to help them effectively integrate these technologies into teaching. This multiple case study—part of our on-going self-study of teacher educator practice—investigated how AI literacy can be leveraged as a core practice in a WL teacher licensure program. Drawing on pre-surveys, course artifacts, structured reflections, and interviews, the study explored how three teacher candidates (TCs) engaged with Generative AI (chatbots) in the instructional activity of lesson planning and developed emergent forms of AI literacy. Participants demonstrated varying levels of development of AI literacy across four domains: technological proficiency, pedagogical compatibility, professional work, and ethical use. They developed critical stances toward AI, which were shaped by their evolving professional identities. This study contributes to growing conversations about AI in teacher education by showing the potential of the AI literacy core practice as a scaffolded, reflective approach to building AI competencies. It also underscores the importance of centering TC's professional identity development in AI integration while providing support for prompt design, noninstructional use of AI, and facilitating conversations about responsible AI use with students.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"9-33"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563815","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

Core practices for Foreign Language Teacher professional development: An identity journey 外语教师专业发展的核心实践：认同之旅

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-10-13 DOI: 10.1111/flan.70025

Anamaría Sagre, Jose David Herazo, Ibeth Morales

{"title":"Core practices for Foreign Language Teacher professional development: An identity journey","authors":"Anamaría Sagre, Jose David Herazo, Ibeth Morales","doi":"10.1111/flan.70025","DOIUrl":"https://doi.org/10.1111/flan.70025","url":null,"abstract":"Practice-based education offers a straightforward and engaging didactic cycle for teacher preparation around core practices. Although research on this area has clearly shown the importance of linking theory to practice during actual teaching, very little to none seem to have addressed how core practices of language teaching may become a site for preservice teachers' identity building. This case study described how Adriana reshaped her teacher identity as she appropriated the core-practice of contextualization for instruction and tried to improve her teaching based on it. Findings indicate that learning to contextualize is far from a linear process of acquiring a skill or a set of predefined instructional procedures. Instead, it is an intricate and iterative dialogue between emerging teacher identity and the understanding of pedagogies, theories, and classroom realities. This study study extends our current understanding of the value of a practice-based approach for leveraging preservice language teachers' construction of their teacher identities as they journey through the challenges of ambitious teaching in the foreign language classroom.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"123-140"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147565528","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":"147568062","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

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

引用次数: 0

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

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

Core practices for Foreign Language Teacher professional development: An identity journey 外语教师专业发展的核心实践：认同之旅

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-10-13 DOI: 10.1111/flan.70025

Anamaría Sagre, Jose David Herazo, Ibeth Morales

{"title":"Core practices for Foreign Language Teacher professional development: An identity journey","authors":"Anamaría Sagre, Jose David Herazo, Ibeth Morales","doi":"10.1111/flan.70025","DOIUrl":"https://doi.org/10.1111/flan.70025","url":null,"abstract":"Practice-based education offers a straightforward and engaging didactic cycle for teacher preparation around core practices. Although research on this area has clearly shown the importance of linking theory to practice during actual teaching, very little to none seem to have addressed how core practices of language teaching may become a site for preservice teachers' identity building. This case study described how Adriana reshaped her teacher identity as she appropriated the core-practice of contextualization for instruction and tried to improve her teaching based on it. Findings indicate that learning to contextualize is far from a linear process of acquiring a skill or a set of predefined instructional procedures. Instead, it is an intricate and iterative dialogue between emerging teacher identity and the understanding of pedagogies, theories, and classroom realities. This study study extends our current understanding of the value of a practice-based approach for leveraging preservice language teachers' construction of their teacher identities as they journey through the challenges of ambitious teaching in the foreign language classroom.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"123-140"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147565547","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

An automated scoring system for the AAPPL Spanish presentational writing tasks AAPPL西班牙语演示写作任务的自动评分系统

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-11-27 DOI: 10.1111/flan.70038

Erik Voss, Kim Sallee, Young-A Son, Margaret E. Malone, Camelot Marshall, Celia Chomon-Zamora

{"title":"An automated scoring system for the AAPPL Spanish presentational writing tasks","authors":"Erik Voss, Kim Sallee, Young-A Son, Margaret E. Malone, Camelot Marshall, Celia Chomon-Zamora","doi":"10.1111/flan.70038","DOIUrl":"https://doi.org/10.1111/flan.70038","url":null,"abstract":"Reliable rating of large-scale writing tests is a challenging venture. Preparing, calibrating, and providing quality assurance for effective and efficient raters is critical to the operation of these tests (Hughes, 2003). To address this challenge, testing organizations have employed different approaches to automated scoring using artificial intelligence (AI). Claims about automated scoring of such large-scale writing tests suggest that they are as or more reliable than human raters. However, there is limited research on the implementation of automated scoring for tests of writing in languages other than English. This paper describes research on the development and evaluation of an automated scoring system for a large-scale Spanish language writing test for middle and high school students. The model, consistent with the philosophy behind the test development and scoring system, focuses primarily on the features examinees can do and produce rather than a subtractive model that places more focus on examinees' mistakes. The system was trained on completed operational responses and with ratings from certified human raters. Natural Language Processing techniques were used to identify specific linguistic features. Results show equal or better agreement between machine–human scores than between two human raters.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"63-81"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569725","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

AI literacy: A core practice in world language education 人工智能素养：世界语言教育的核心实践

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-11-06 DOI: 10.1111/flan.70037

Xinyue Lu, Anna Zaitseva, Francis John Troyan

{"title":"AI literacy: A core practice in world language education","authors":"Xinyue Lu, Anna Zaitseva, Francis John Troyan","doi":"10.1111/flan.70037","DOIUrl":"https://doi.org/10.1111/flan.70037","url":null,"abstract":"The emergence of artificial intelligence (AI) innovations like ChatGPT presents new opportunities and challenges for world languages (WL) education. WL teacher education programs must prepare preservice teachers with AI literacy to help them effectively integrate these technologies into teaching. This multiple case study—part of our on-going self-study of teacher educator practice—investigated how AI literacy can be leveraged as a core practice in a WL teacher licensure program. Drawing on pre-surveys, course artifacts, structured reflections, and interviews, the study explored how three teacher candidates (TCs) engaged with Generative AI (chatbots) in the instructional activity of lesson planning and developed emergent forms of AI literacy. Participants demonstrated varying levels of development of AI literacy across four domains: technological proficiency, pedagogical compatibility, professional work, and ethical use. They developed critical stances toward AI, which were shaped by their evolving professional identities. This study contributes to growing conversations about AI in teacher education by showing the potential of the AI literacy core practice as a scaffolded, reflective approach to building AI competencies. It also underscores the importance of centering TC's professional identity development in AI integration while providing support for prompt design, noninstructional use of AI, and facilitating conversations about responsible AI use with students.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"9-33"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563813","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