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Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms 对话日记与传统写作作业：第二语言德语课堂写作比较
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-19 DOI: 10.1111/flan.12752
Nick Henry, Hannes Mandel, Vincent VanderHeijden
{"title":"Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms","authors":"Nick Henry,&nbsp;Hannes Mandel,&nbsp;Vincent VanderHeijden","doi":"10.1111/flan.12752","DOIUrl":"10.1111/flan.12752","url":null,"abstract":"<p>Dialogue journals (DJs) are a type of extensive writing assignment, in which students write for the purpose of communication with their instructor. Previous research has shown that DJs can help students develop writing skills; however, few studies have analyzed how DJs compare with traditional prompt-based assignments (TAs). The present study, therefore, presents a quasi-experimental comparison of texts from first- and second-year German classrooms that used either DJs or TAs. Analysis focused on five metrics: (1) word count, (2) sentence count, (3) words per sentence, (4) text-type ratio (TTR), and (5) measure of textual lexical diversity (MTLD). Results for word and sentence count indicated that TA texts were longer. However, DJs resulted in more complex writing, as measured by sentence length, MTLD, and TTR. Taken together, results suggest that journals can promote writing that is both communicatively oriented and linguistically complex. The article concludes by offering suggestions for practical implementation of DJs.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"339-361"},"PeriodicalIF":2.7,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139923715","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
Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL) 提升世界语言教师的领导力：语言学习领导力倡议（LILL）参与者的观点
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-01-29 DOI: 10.1111/flan.12750
Brianna Janssen Sánchez, William S. Davis
{"title":"Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL)","authors":"Brianna Janssen Sánchez,&nbsp;William S. Davis","doi":"10.1111/flan.12750","DOIUrl":"10.1111/flan.12750","url":null,"abstract":"<p>This study investigates the participant experiences and perceived impacts of the Language Initiative for Language Learning (LILL). By exploring the voices of 11 LILL participants through a qualitative case study design, the findings highlight how world language teacher leaders participated in and experienced LILL as a space for leadership growth and perceived the program as having a transformational impact on their leadership identity, mindset, and skill development. While the findings situate LILL as an effective and impactful program, we discuss the need for deeper understandings of world language (WL) teacher leadership in discipline-specific ways and conclude with suggestions for proactive approaches for WL teacher leadership programming.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"362-381"},"PeriodicalIF":2.7,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139588492","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
Survey of K-12 world language program evaluation K-12 世界语言课程评估调查
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-01-24 DOI: 10.1111/flan.12749
Margaret E. Malone, Malik Stevenson, Caitlyn Pineault
{"title":"Survey of K-12 world language program evaluation","authors":"Margaret E. Malone,&nbsp;Malik Stevenson,&nbsp;Caitlyn Pineault","doi":"10.1111/flan.12749","DOIUrl":"10.1111/flan.12749","url":null,"abstract":"<p>Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable to access it for their programs. Moreover, many stakeholders have an incomplete understanding of what program evaluation entails and frequently confuse it with assessment. This paper examines the current capacities and needs of program evaluation for K-12 world language programs, including the extent to which K-12 world language professionals in this study currently utilize evaluation, and provides information on the kinds of language program evaluation workshops and tools that could be helpful for these populations.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"769-796"},"PeriodicalIF":1.5,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139558166","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
What type of noticing occurs in the first 6 months of learning a foreign language? A case of an absolute beginner of Turkish 学习外语的前 6 个月会出现哪种类型的注意到？土耳其语绝对初学者的案例
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-01-23 DOI: 10.1111/flan.12745
Joshua Matthews, Devrim Yilmaz
{"title":"What type of noticing occurs in the first 6 months of learning a foreign language? A case of an absolute beginner of Turkish","authors":"Joshua Matthews,&nbsp;Devrim Yilmaz","doi":"10.1111/flan.12745","DOIUrl":"10.1111/flan.12745","url":null,"abstract":"<p>The concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26-week period as the first author, an absolute beginner, was taught Turkish by the second author, a native speaker. All 52 video-conferenced one-to-one lessons were recorded and subsequently thematically analyzed for the learner's noticing of the accusative, dative, locative, and ablative cases at two levels of complexity (single or multiple affix). Six noticing themes were evident and are defined and exemplified with multimodal vignettes and presented as a generalized model. Trends in the occurrence of these noticing themes over the first 6 months of learning are also presented. Discussion focusses on the practical relevance of the types of noticing observed and concludes with directions for future research.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"818-843"},"PeriodicalIF":1.5,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12745","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139562475","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
How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence 双语双语教育职前教师如何利用和培养学生的社会文化能力
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-01-23 DOI: 10.1111/flan.12744
Lisa M. Domke, Laura A. May, María A. Cerrato, Elizabeth H. Sanders, Melody Kung, Gary E. Bingham
{"title":"How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence","authors":"Lisa M. Domke,&nbsp;Laura A. May,&nbsp;María A. Cerrato,&nbsp;Elizabeth H. Sanders,&nbsp;Melody Kung,&nbsp;Gary E. Bingham","doi":"10.1111/flan.12744","DOIUrl":"10.1111/flan.12744","url":null,"abstract":"<p>US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests or background knowledge than specific family/community and/or cultural practices. Few lessons incorporated culturally relevant/sustaining literature. Findings help teacher educators consider contextual constraints in teacher preparation and ways to better support PSTs in recognizing and developing students' sociocultural competence.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"797-817"},"PeriodicalIF":1.5,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139557872","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
What makes video-based academic lectures difficult for language learners to comprehend? The role of multimodal complexity 是什么导致语言学习者难以理解基于视频的学术讲座？多模态复杂性的作用
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-01-23 DOI: 10.1111/flan.12747
Emad A. Alghamdi
{"title":"What makes video-based academic lectures difficult for language learners to comprehend? The role of multimodal complexity","authors":"Emad A. Alghamdi","doi":"10.1111/flan.12747","DOIUrl":"10.1111/flan.12747","url":null,"abstract":"<p>By taking a multidisciplinary, evidence-based approach to modeling video difficulty, this study investigates the impact of multimodal complexity on language learners' self-ratings of video difficulty, while simultaneously accounting for the effects of learner differences and video production styles. A set of 320 instructional videos from the corpus of second language video complexity were analyzed using sophisticated natural language processing and computer vision algorithms to extract and compute a wide range of multimodal complexity indices. The results of a linear mixed-effects model demonstrated that pitch variation and academic spoken formulaic sequences helped to facilitate viewing comprehension, whereas infrequent words, image clutter, the number of visual objects, salient objects, visual texts, shots, and moving objects all impeded viewing comprehension. This study concludes by presenting a number of practical implications that can prove useful for English as a Foreign Language teachers and practitioners alongside a comprehensive agenda for future research in this area.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"527-549"},"PeriodicalIF":2.7,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139558068","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
Meta-analyses of anxiety, motivation, performance, satisfaction, and self-efficacy in virtual reality-assisted language education 对虚拟现实辅助语言教育中的焦虑、动机、成绩、满意度和自我效能的元分析
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-01-22 DOI: 10.1111/flan.12748
Zhonggen Yu, Peng Duan
{"title":"Meta-analyses of anxiety, motivation, performance, satisfaction, and self-efficacy in virtual reality-assisted language education","authors":"Zhonggen Yu,&nbsp;Peng Duan","doi":"10.1111/flan.12748","DOIUrl":"10.1111/flan.12748","url":null,"abstract":"<p>The popularity of virtual reality (VR) technologies has increased since the onset of the COVID-19 pandemic. However, there is a paucity of meta-analytic studies that have investigated the use of VR technologies in language education. This current study addresses this gap by conducting a systematic analysis of 41 randomized controlled studies conducted between 2008 and 2021, examining the effects of VR technologies on language educational outcomes. The findings indicate that VR technologies reduce anxiety levels while enhancing motivation, performance, satisfaction, and self-efficacy in language learning when compared to traditional learning methods. These outcomes are observed regardless of whether learners engage with immersive or nonimmersive environments and whether they use head-mounted displays or nonhead-mounted displays. Future research can investigate the impact of VR on intercultural communicative competence and collaborative problem-solving abilities.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 2","pages":"550-580"},"PeriodicalIF":2.7,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139518688","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
Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion 超越准确性：初中西班牙语浸入式教学中句法复杂性的发展
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-01-22 DOI: 10.1111/flan.12746
Mandy R. Menke
{"title":"Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion","authors":"Mandy R. Menke","doi":"10.1111/flan.12746","DOIUrl":"10.1111/flan.12746","url":null,"abstract":"<p>Language immersion programs seek to develop multilingual, multiliterate individuals able to engage with academic content. Studies of immersion students' language development provide details regarding language proficiency and accuracy, yet they generally do not address how features of written, academic language, for example, syntactic and lexical complexity, develop. To this end, this study seeks to understand if and how the syntactic complexity of written texts produced by middle school Spanish immersion students differs across grades. It examines discipline-related, persuasive texts written by 186 Grade 6–8 Spanish immersion students from five programs, analyzing syntactic complexity at the phrasal, clausal, and supraclausal levels and considering both length-based and subordination measures. Findings suggest that syntactic complexity does not change significantly in middle school for immersion students unlike findings with nonimmersion students. Explanations for and implications of the findings are explored.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"844-866"},"PeriodicalIF":1.5,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139516101","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
Foreign language education in Louisiana: A cluster analysis 路易斯安那州的外语教育：聚类分析
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2023-12-27 DOI: 10.1111/flan.12737
Erin Fell
{"title":"Foreign language education in Louisiana: A cluster analysis","authors":"Erin Fell","doi":"10.1111/flan.12737","DOIUrl":"10.1111/flan.12737","url":null,"abstract":"<p>Louisiana is currently the only state in the United States that requires foreign language (FL) study for some, but not all of their high school students, and these requirements are undergoing seismic changes. Considering that <i>geographic</i>, <i>economic</i>, and <i>integration</i> factors contribute to whether a school can provide FL at all—and biased counseling dissuades minoritized students from taking FL—this study asks: <i>has FL education been equitably accessible to all Louisiana high school students who want to pursue it, regardless of race or economic background?</i> To address this question, this paper presents results from two analyses. First, program-internal equity variables (e.g., [dis]similarity between school-wide and FL student demographics) were clustered to produce “profiles” of FL programs. Next, a multinomial logistic regression using program-external factors (e.g., federal funding status, desegregation orders) was conducted to isolate the factors impacting equity. Federal funding and rurality were both found to be significant, with schools receiving federal Title I funds and rural schools being much more likely to exhibit inequitable access to FL courses. In (a) identifying schools with enrollment inequities and (b) the outside factors associated with greater inequity, this paper aims to provide policymakers with empirically based tools to address (in)equity in Louisiana high school FL education. These findings can be especially helpful in light of the state's recent (2023-2024 school year) expansion of FL requirements to accept computer science courses.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"698-724"},"PeriodicalIF":1.5,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139055844","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
Exploring the experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges 探索讲传统语言的西班牙语世界语教师的经验：专业经验与挑战
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2023-12-11 DOI: 10.1111/flan.12739
Miguel Á. Novella, Carolina Bustamante
{"title":"Exploring the experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges","authors":"Miguel Á. Novella,&nbsp;Carolina Bustamante","doi":"10.1111/flan.12739","DOIUrl":"10.1111/flan.12739","url":null,"abstract":"<p>This follow-up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in-service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative multiple-case study investigated their motivation to stay in the profession, professional development needs, challenges they experienced as teachers of Spanish, and how their self-perceptions and attitudes about their use of Spanish evolved from pre- to in-service teacher stages regarding their proficiency, use of code-switching and register, and knowledge of grammar. Findings highlight the importance of supporting HSs as an essential component of teacher education programs and the workforce in world language teaching; the need for coursework that illuminates register differences but always values and legitimizes their own way of speaking; the need for world language education and Spanish language faculty in teacher preparation programs to establish common, coordinated goals for preservice teachers; and academic training for HSs in pedagogy and sociolinguistics, not only at the preservice teacher level, but also as professional development for all members in world language departments, in both K-12 and higher education settings.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"725-746"},"PeriodicalIF":1.5,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138580834","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
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