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Fakhri Alamdari, Ebrahim; Ghani, Fariborz – Foreign Language Annals, 2022
Motivation, a major contributor to the acquisition of language skills, can be promoted consciously through principled methods. This study investigated the impact of cooperative learning (CL) on foreign language (FL) learners' motivation in Iran. Both quantitative and qualitative measures were applied to pursue the aims of this study. The…
Descriptors: Second Language Learning, Second Language Instruction, Student Motivation, Foreign Countries
Reichelt, Melinda – Foreign Language Annals, 2019
Within the growing body of work on L2 writing, most of the literature on teacher feedback addresses issues related to writing in English, with relatively little literature focusing on feedback in other languages. Due to the sociolinguistic status of English versus other languages, the varying roles that writing can play in target-language…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
Abdel-Malek, Myriam – Foreign Language Annals, 2019
This multiple case study investigated the application of the genre-based approach (GBA) in a second-semester university-level Arabic class. This article depicts the linguistic features that make possible the recounting of habitual events (recount) in Arabic and outlines how during the GBA, both (1) the notion of purpose for writing and (2) the…
Descriptors: Case Studies, Semitic Languages, College Students, Second Language Learning
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)
Allen, Heather Willis – Foreign Language Annals, 2018
Numerous scholars have critiqued a lack of focus on foreign language (FL) writing in the second language (L2) acquisition research base and in FL programs in the United States. This position article argues for reimagining the role of writing to maximize learners' 21st-century skill development and FL programs' contributions to broader…
Descriptors: Second Language Learning, Second Language Instruction, Writing Research, Writing Instruction
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
Walls, Laura C. – Foreign Language Annals, 2018
This study investigated the dynamics between matched heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads in the Spanish L2 classroom. Data come from 15-minute video recordings of 16 dyads, including four HLL-HLL, four L2L-L2L, and eight HLL-L2L dyads that were collected during collaborative writing…
Descriptors: Second Language Learning, Heritage Education, Collaborative Writing, Community Colleges
Menke, Mandy R.; Anderson, Ana M. – Foreign Language Annals, 2019
Writing occupies a central position in university foreign language studies programs, yet little is known about the nature of writing instruction in upper-division content courses. Drawing on quantitative and qualitative data, this study, which was part of an internal program assessment, explores faculty and student perceptions of students' writing…
Descriptors: Second Language Learning, Second Language Instruction, College Faculty, Faculty Development
Troyan, Francis J. – Foreign Language Annals, 2016
This case study reports the results of a genre-based approach, which was used to explicitly teach the touristic landmark description to fourth-grade students of Spanish as a foreign language. The instructional model and unit of instruction were informed by the pedagogies of the Sydney School of Linguistics and an instructional model for…
Descriptors: Writing Instruction, Case Studies, Spanish, Grade 4
Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon – Foreign Language Annals, 2016
Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…
Descriptors: Writing Instruction, Portuguese, Literature, Writing Strategies
Elola, Idoia; Oskoz, Ana – Foreign Language Annals, 2016
The educational use of computer-based feedback in the classroom is becoming widespread. However, less is known about (1) the extent to which tools influence how instructors provide written and oral comments, and (2) whether receiving oral or written feedback influences the nature of learners' revisions. This case study, which expands existing…
Descriptors: Second Language Learning, Feedback (Response), Case Studies, Computer Mediated Communication
Troyan, Francis J. – Foreign Language Annals, 2014
Recent educational standards have refocused the goals of foreign language (FL) instruction on "the purpose of communication" (ACTFL, 2012, p. 1) across the three modes of communication (interpersonal, interpretive, and presentational). To this end, this article considers a linguistically based genre theory as a means of enhancing…
Descriptors: Second Language Instruction, Second Language Learning, State Standards, English (Second Language)
Armstrong, Kimberly M. – Foreign Language Annals, 2010
This study describes the effect of grades on second language writing performance. Do students write better when their essays are graded, and what implications might this have for foreign language instruction? This study compares three different types of student writing: graded compositions; for-credit online discussion boards; and ungraded,…
Descriptors: Writing Assignments, Essays, Writing Instruction, Second Language Instruction
Amend, Amanda E.; Whitney, Carolyn A.; Messuri, Antonia T.; Furukawa, Hideko – Foreign Language Annals, 2009
A two-semester modified Spanish sequence was designed to address the needs of college students with language-based learning disabilities. This course featured reduced scope, an emphasis on tactile activities, metacognitive strategies, and adaptations to the presentation and practice of material. Performances on fall and spring semester-end essays…
Descriptors: Learning Disabilities, Metacognition, Spanish, Sequential Learning

Seng, Mark W. – Foreign Language Annals, 1985
Describes ways to create visuals with nonphotographic slides that can enhance both language teaching and learning. The slides can be used to teach lexical items, grammatical concepts, and reading and writing skills; to introduce and use dialogues; and to play language games. Suggests that creating slides be taught in teacher training classes. (SED)
Descriptors: Grammar, Reading Instruction, Second Language Instruction, Slides
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