Foreign language annals

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  Año 2026, Vol. 59, Número 1

  • ORIGINAL ARTICLE

    • AI literacy: A core practice in world language education

      Xinyue Lu, Anna Zaitseva, Francis J. Troyan

      • Resumen
      • Texto completo  1    2  

      págs. 9-33

      

    • Trust, resistance, and transformation: A Q‐methodological study of teachers' perspectives on AI‐generated feedback in second language writing

      Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin

      • Resumen

      págs. 34-62

      

    • An automated scoring system for the AAPPL Spanish presentational writing tasks

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

      • Resumen

      págs. 63-81

      

    • Language teacher identity and social justice instructional practices: A history‐in‐person perspective

      Kate Paesani

      • Resumen

      págs. 82-102

      

    • A teacher educator's return to P‐12 world language teaching: Transforming practices, perspectives, and identities

      Beth Wassell

      • Resumen
      • Texto completo  1    2  

      págs. 103-122

      

    • Core practices for Foreign Language Teacher professional development: An identity journey

      Anamaría Sagre, José David Herazo, Ibeth Morales

      • Resumen

      págs. 123-140

      

    • Novice Mandarin learners' transformative learning through critical virtual exchange: A multimodal, translanguaging design

      Liling Huang, Erin Kearney

      • Resumen

      págs. 141-165

      

    • Designing authentic language learning simulations to support student engagement

      Cherice Montgomery, Jon Balzotti, Derek Hansen

      • Resumen

      págs. 166-213

      

    • Bridging the research‐practice divide: Insights from a Korean online Community of Practice

      Nari Kim

      • Resumen
      • Texto completo  1    2  

      págs. 214-235

      

    • Framing ASL education: Perspectives from postsecondary ASL professionals

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

      • Resumen
      • Texto completo  1    2  

      págs. 236-255

      

    • Incorporation of ACTFL proficiency guidelines and OPI into a Chinese heritage language curriculum

      Lini Ge Polin, Li Yang

      • Resumen

      págs. 256-277

      

    • Motivation for learning Chinese compared to European languages: An exploration in English secondary schools

      Robert Woore, Laura Molway, Clare Savory

      • Resumen
      • Texto completo  1    2  

      págs. 278-300