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Troyan, Francis J.; Sembiante, Sabrina F.; King, Nicole – Foreign Language Annals, 2019
This article contributes to broader discussions of the knowledge base for language teacher education; the standards and policies that inform world language teacher education; and the need for a systematic, principled, and robust theory of language to underpin contexualized world language teaching and learning. Specifically, it proposes that the…
Descriptors: Second Language Learning, Second Language Instruction, Standards, Longitudinal Studies
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Hildebrandt, Susan A.; Swanson, Pete – Foreign Language Annals, 2019
Implemented in almost 900 teacher education programs across 41 states and the District of Columbia, edTPA is marketed as a content-specific, standardized portfolio assessment of beginning teacher performance. However, concerns about edTPA and its content specificity are pervasive. To that end, the researchers surveyed teacher educators with World…
Descriptors: Language Teachers, Teacher Attitudes, Second Language Learning, Second Language Instruction
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Sánchez-Naranjo, Jeannette – Foreign Language Annals, 2019
This study examined the impact of teaching students to provide and incorporate peers' feedback on their partners' second language (L2) writing. Sixty-five participants enrolled in Spanish composition classes were assigned to one of three conditions: trained peer review (n = 21), untrained peer review (n =21), and a non-peer-review comparison group…
Descriptors: Peer Evaluation, Second Language Learning, Second Language Instruction, Feedback (Response)
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Sippel, Lieselotte – Foreign Language Annals, 2019
This study explored whether form-focused instruction (FFI) and peer corrective feedback (CF) facilitated vocabulary development during peer interaction (PI). Third-semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form-focused instruction), or PI FFI CF group (peer interaction,…
Descriptors: Vocabulary Development, Error Correction, Grammar, Pretests Posttests
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Barski, Ewelina; Wilkerson-Barker, Donna – Foreign Language Annals, 2019
Given that most postsecondary institutions have recognized the need to prepare interculturally competent undergraduates, this study used the Intercultural Development Inventory to measure the extent to which one group of undergraduate learners demonstrated increased intercultural competence after taking a first-semester foreign language (FL)…
Descriptors: Required Courses, Second Language Learning, Second Language Instruction, Undergraduate Students
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Cho, Minyoung – Foreign Language Annals, 2019
This study investigated how task complexity influences second language (L2) writing. Specifically, it focused on the possibility that prompts can create different demands at different stages of L2 writing production and on ways that prompts may affect learners' engagement in the revision of their writing. Fifty-one English as a foreign/second…
Descriptors: Cues, Writing Skills, Revision (Written Composition), Second Language Learning
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Tonkin, Kati; Page, Sara; Forsey, Martin – Foreign Language Annals, 2019
This ethnographic study of a beginning-level German course at an Australian university examined the student experience of learning second language (L2) grammar in a flipped classroom. Students accessed explicit grammar instruction and completed grammar exercises prior to attending face-to-face classes; during class, the structures were briefly…
Descriptors: Blended Learning, Second Language Learning, Second Language Instruction, German
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Belpoliti, Flavia; Pérez, María E. – Foreign Language Annals, 2019
The present study examined the impact of a service learning activity on students' perceptions of language, identity, and community in an advanced Spanish for the Health Professions course. Forty-five advanced Spanish heritage learners (SHLs) participated in health fairs as assistants to health-care providers as part of the curriculum requirements.…
Descriptors: Spanish, Service Learning, Second Language Learning, Second Language Instruction
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Fox, Rebecca; Corretjer, Olga; Webb, Kelley; Tian, Jie – Foreign Language Annals, 2019
Despite decades of controversy surrounding foreign language study, empirical research has emerged to substantiate the multiple benefits that language learning and bilingualism afford to both individuals and society. This study comprises a survey and analysis of empirical research on this topic published during the first two decades of the 21st…
Descriptors: Second Language Learning, Second Language Instruction, Educational Benefits, Bilingualism
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Tocaimaza-Hatch, C. Cecilia; Bloom, Melanie – Foreign Language Annals, 2019
Language textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views. Consequently, instructors must find ways to facilitate students' critical engagement with and reflection on cultural representations in order to provide them…
Descriptors: United States History, Cultural Awareness, Second Language Learning, Second Language Instruction
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Vyn, Reuben; Wesely, Pamela M.; Neubauer, Diane – Foreign Language Annals, 2019
While a growing body of research has addressed the outcomes of K-12 foreign language (FL) study, relatively little is known about the relationship between teachers' practices and students' proficiency development (Hlas & Hlas, [Hlas, A. C., 2012]; Tschirner & Malone, [Tschirner, E., 2012]). To fill this gap, the current study, set in a…
Descriptors: Second Language Learning, Second Language Instruction, Language Proficiency, School Districts
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Mendoza, Anna; Phung, Huy – Foreign Language Annals, 2019
The primary purpose of this investigation was to put forward critical research synthesis as a qualitative alternative to meta-analysis in second language acquisition using as a case example studies published from 2005 to 2018 applying the L2 Motivational Self System (L2MSS) to learners of languages other than English (LOTEs). Since L2MSS research…
Descriptors: Second Language Learning, Student Motivation, Foreign Countries, Student Interests
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Huensch, Amanda – Foreign Language Annals, 2019
This study combined evidence from survey, interview, and classroom observation data to better understand the amount and type of pronunciation instruction and corrective feedback practices in French and Spanish introductory language courses (i.e., the first four semesters) at the university level in the United States. Data consisted of responses (n…
Descriptors: Pronunciation Instruction, Pronunciation, Error Correction, Feedback (Response)
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Sturm, Jessica L. – Foreign Language Annals, 2019
A body of previous work in second- and foreign language pronunciation instruction (e.g., Lord, 2005; Miller, 2012) has shown that explicit phonetic and pronunciation instruction is beneficial. However, Olson (2014) noted that just a few minutes per week of instruction are devoted to pronunciation in most classrooms. What is the effect of such…
Descriptors: Pronunciation Instruction, Second Language Learning, Second Language Instruction, Teaching Methods
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Ma, Wenyue; Winke, Paula – Foreign Language Annals, 2019
Second language (L2) learners can assess their oral skills with some accuracy. A question is whether learners can reliably use self-assessment to track their language gains over time. During the spring of two subsequent years, 80 university L2 Chinese learners completed an oral skills self-assessment based on the NCSSFL-ACTFL Can-Do Statements…
Descriptors: Oral Language, Language Proficiency, Second Language Learning, Second Language Instruction
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