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Stories of struggle and resilience: Examining the experiences of two Spanish teachers through history in person Mod. Lang. J. (IF 4.7) Pub Date : 2024-07-19 Kristin J. Davin, Richard Donato
The purpose of this study was to examine the career trajectories of two teachers in the United States and their decision to leave teaching Spanish. Data for the study emerged from the teachers’ narratives about their school‐based experiences and the consequences of those experiences on their decisions to reorient their work in the educational community. We adopted the theoretical framework of history
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(Re)constructing and (re)negotiating identities: A case study of postsecondary language teachers and social justice education Mod. Lang. J. (IF 4.7) Pub Date : 2024-07-16 Kate Paesani, Lauren Goodspeed, Mandy Menke, Helena Ruf
This study explores the identity formation of two postsecondary language teachers and course coordinators—one in German and one in French—as they created intermediate‐level, content‐based social justice curricular units for a multiyear project. Using a multiple‐case‐study methodology and cultural–historical activity theory, this qualitative investigation answers the following research question: How
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Literature and second language vocabulary learning: The role of text type and teaching approach Mod. Lang. J. (IF 4.7) Pub Date : 2024-07-05 Suzanne Graham, Pengchong Zhang, Julia Hofweber, Linda Fisher, Heike Krüsemann
This study considers the relative benefits for vocabulary learning of exposure to two types of texts—literary or nonliterary—used with two teaching approaches. These approaches were termed functional and creative, respectively. In the former, learners’ attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate
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The importance of seeking feedback for benefiting from feedback: A case of second language writing Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-10 Mostafa Papi, Mahmoud Abdi Tabari, Masatoshi Sato
This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback
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Call for applications for the editorship of The Modern Language Journal Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09
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Open generative AI changes a lot, but not everything Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Carol A. Chapelle
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Has artificial intelligence rendered language teaching obsolete? Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Zoe Handley
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Sur les traces de Richard Kern: Acknowledging the pivotal role of technologies in language education Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Nicolas Guichon
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Language education in a brave new world: A dialectical imagination Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Xuesong Gao
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Generative artificial intelligence, co‐evolution, and language education Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Steven L. Thorne
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The future of language learning teaching in a technology‐mediated 21st century Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-09 Marta González‐Lloret
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Twenty‐first century technologies and language education: Charting a path forward Mod. Lang. J. (IF 4.7) Pub Date : 2024-05-08 Richard Kern
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Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing Mod. Lang. J. (IF 4.7) Pub Date : 2024-04-30 Mahmoud Abdi Tabari, Bronson Hui
The interactions among cognitive, affective, and linguistic factors have received scant attention in task‐based writing research. To address this gap, this study aims to examine the relationships among task complexity, task motivation, task engagement, and syntactic complexity in second language (L2) writing. One hundred L2 learners enrolled in an English‐as‐a‐second‐language (ESL) writing course at
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The issue: New technologies and language education Mod. Lang. J. (IF 4.7) Pub Date : 2024-04-24 Kristin J. Davin
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Understanding the factors supporting language teachers’ sustained motivation until retirement Mod. Lang. J. (IF 4.7) Pub Date : 2024-04-22 Åsta Haukås
While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore
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Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators Mod. Lang. J. (IF 4.7) Pub Date : 2024-04-04 Melina Porto, Michalinos Zembylas
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Sociolinguistic competence and varietal repertoires in a second language: A study on addressee‐dependent varietal behavior using virtual reality Mod. Lang. J. (IF 4.7) Pub Date : 2024-03-30 Mason A. Wirtz, Simone E. Pfenninger, Irmtraud Kaiser, Andrea Ender
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Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole-class interaction in the foreign language classroom Mod. Lang. J. (IF 4.7) Pub Date : 2024-02-20 Jaume Batlle Rodríguez, Natalia Evnitskaya
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Unfolding language awareness in a plurilingual context: A study of metalinguistic, practical, and critical language awareness Mod. Lang. J. (IF 4.7) Pub Date : 2024-02-20 Line Krogager Andersen
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Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk Mod. Lang. J. (IF 4.7) Pub Date : 2024-02-20 Nathan Thomas Ducker
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Understanding teacher professional commitment from a positive psychology perspective: A case from Myanmar's Chinese language teachers Mod. Lang. J. (IF 4.7) Pub Date : 2024-02-20 Yue Peng, Kaiyang Lou, Tao Xiong
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Long-term language use by US-based study-abroad alumni: Activity types and program effects Mod. Lang. J. (IF 4.7) Pub Date : 2024-02-07 Jingyuan Zhuang, Celeste Kinginger
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Scaffolding comprehension with reading while listening and the role of reading speed and text complexity Mod. Lang. J. (IF 4.7) Pub Date : 2024-02-07 Bronson Hui
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L2 English speaking syntactic complexity: Data preprocessing issues, reliability of automated analysis, and the effects of proficiency, L1 background, and topic Mod. Lang. J. (IF 4.7) Pub Date : 2024-02-07 Minjin Kim, Xiaofei Lu
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Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students Mod. Lang. J. (IF 4.7) Pub Date : 2024-02-05 Amanda K. Kibler, Martha Sandstead, Sara Wiger, Jane Weiss
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Global perspectives on heritage language education and emotion: Introduction to the special issue Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-30 Meagan Driver, Josh Prada
Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear—the
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Negotiating family language policy: Emotional experiences and playful language input in heritage language learning Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-24 Nermin Cantas
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Yalla Nutbikh “Let's cook”: Negotiating emotions of belonging through food in heritage language classrooms Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-24 Rima Elabdali
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Emotion labor, investment, and volunteer teachers in heritage language education Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-24 Asma Afreen, Bonny Norton
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Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-24 Juyoung Song, Amber E. Wu
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Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-24 Hung Tzu Huang, Hsin Yu Chan
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Primary school children's conflicted emotions about using their heritage languages in multilingual classroom tasks Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-16 Koen Van Gorp, Steven Verheyen
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Some considerations on the emotions of heritage language learners, teachers, and users Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-10 Jean-Marc Dewaele
This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, 2022), as has the interest in the emotions of language learners and users (Dewaele & MacIntyre, 2014). By bringing these two strands together, the guest editors have created a powerful research synergy. Just as François Grosjean (1989) famously declared that bilinguals
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Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double-edged sword Mod. Lang. J. (IF 4.7) Pub Date : 2024-01-08 Meagan Driver
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The impact of explicit instruction in intercultural competence in the world language classroom Mod. Lang. J. (IF 4.7) Pub Date : 2023-11-15 Janice M. Aski, Xinquan Jiang, April D. Weintritt
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“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction Mod. Lang. J. (IF 4.7) Pub Date : 2023-11-09 Ana Fernández–Dobao
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Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations Mod. Lang. J. (IF 4.7) Pub Date : 2023-11-06 Pınar Turan, Nur Yiğitoğlu Aptoula
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L2 grammar-for-interaction: Functions of “and”-prefaced turns in L2 students’ collaborative talk Mod. Lang. J. (IF 4.7) Pub Date : 2023-11-04 František Tůma, Leila Kääntä, Teppo Jakonen
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Developing advanced L2 German writing: A functionally oriented longitudinal study Mod. Lang. J. (IF 4.7) Pub Date : 2023-10-30 Hiram H. Maxim
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Task communicative function and oral fluency of L1 and L2 speakers Mod. Lang. J. (IF 4.7) Pub Date : 2023-10-25 Astrid Morrison, Parvaneh Tavakoli
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From the Editor: In recognition and with appreciation Mod. Lang. J. (IF 4.7) Pub Date : 2023-10-24
The individuals listed here served as consultants and referees at various times during the preparation of volume 107 of the MLJ. In printing their names here, I express my gratitude for their many hours of dedicated and knowledgeable service. Authors often comment on the insightful and helpful critiques offered by the referees. Their efforts are well reflected in the quality of the scholarship published
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Out-of-classroom L2 vocabulary acquisition: The effects of digital activities and school vocabulary Mod. Lang. J. (IF 4.7) Pub Date : 2023-10-16 Batia Laufer, Esther Emma Vaisman
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Does spaced practice have the same effects on different second language vocabulary learning activities? Fill-in-the-blanks versus flashcards Mod. Lang. J. (IF 4.7) Pub Date : 2023-10-10 Su Kyung Kim, Stuart Webb
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PERSPECTIVES Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-18 Martha Bigelow
THE ISSUE Trans inclusion and language education This Perspectives column addresses the pedagogical and ethical need for gender justice in all of our language and teacher education practices. Framing practices as gender just, rather than gender neutral or gender inclusive pushes us to consider this issue in the realm of rights, where it should be. The contributors name and nuance the reasons why we
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Exploring avenues of implementation for gender justice in French language teaching Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-18 Chloe Mais Hagen
I write this commentary both as a French teacher in the United States who has taught at the primary and secondary (K−12) and college levels and as a speaker of French who uses nonbinary pronouns—identities that inform my positionality on this topic and my takeaways. In this position paper, as in his other work on gender-just pedagogies, Knisely makes a significant contribution to French language teaching
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Tracking learnables and teachables in L2 Arabic dyadic conversations-for-learning Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-18 Khaled Al Masaeed
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The social consequences of talking to oneself: The dialectical continuum of social and private speech Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-17 Nicholas Carr
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Is evidence-based L2 pedagogy achievable? The research–practice dialogue in grammar instruction Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-17 Hyun–Bin Hwang
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Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-17 Kongji Qin, Lorena Llosa
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Use of word lists in a high-stakes, low-exposure context: Topic-driven or frequency-informed Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-17 Emma Marsden, Amber Dudley, Rachel Hawkes
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The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-17 Michael Zuniga
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Bringing the body into play: The corporeal aspect in second language acquisition Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-15 Arnd Witte
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Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-15 Young Ae Kim, Tim Stoeckel, Stuart McLean
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The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking Mod. Lang. J. (IF 4.7) Pub Date : 2023-08-13 Yucel Yilmaz, Diana Arroyo, Carly Carver, Jungyoun Choi, Megan Dibartolomeo