Foreign language annals

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  Año 2024, Vol. 57, Número 2. Texto Completo Ejemplar

  • World languages for Black Linguistic Reparations

    Tasha Austin, Uju Anya

    • Resumen
    • Texto completo

    págs. 288-310

    

  • The lexical content of high-stakes national exams in French, German, and Spanish in England

    Amber Dudley, Emma Marsden

    • Resumen
    • Texto completo

    págs. 311-338

    

  • Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms

    Nick Henry, Hannes Mandel, Vincent VanderHeijden

    • Resumen
    • Texto completo

    págs. 339-361

    

  • Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL)

    Brianna Janssen Sánchez, William S. Davis

    • Resumen
    • Texto completo

    págs. 362-381

    

  • Learning to teach world language online during COVID-19 pandemic: A phenomenographic study

    Mingzhu Deng, Sandro R. Barros

    • Resumen
    • Texto completo

    págs. 382-402

    

  • Foregrounding learner voice: Chinese international students' interpretations of strategy use during oral discourse socialization in Germany

    Yao Long, Yuting Ding

    • Resumen
    • Texto completo

    págs. 403-424

    

  • Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement

    Priya Panday-Shukla

    • Resumen
    • Texto completo

    págs. 425-449

    

  • Understanding indirect meaning: A close replication

    Laetitia Knight, Amanda Edmonds

    • Resumen
    • Texto completo

    págs. 450-471

    

  • The use of cohesive devices as proficiency level discriminators in Chinese DLI learners' writing

    Dori Huang, Johanna Watzinger-Tharp

    • Resumen
    • Texto completo

    págs. 472-498

    

  • Investigating L2 writers' uses of machine translation and other online tools

    Kimberly Vinall, Wen Wen, Emily Hellmich

    • Resumen
    • Texto completo

    págs. 499-526

    

  • What makes video-based academic lectures difficult for language learners to comprehend? The role of multimodal complexity

    Emad A. Alghamdi

    • Resumen
    • Texto completo

    págs. 527-549

    

  • Meta-analyses of anxiety, motivation, performance, satisfaction, and self-efficacy in virtual reality-assisted language education

    Zhonggen Yu, Peng Duan

    • Resumen
    • Texto completo

    págs. 550-580