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Volume 46 • No. 1 • Spring 2013
Foreign Language Annals
The American Council on the Teaching of Foreign Languages
Student Collaboration and Teacher-
Directed Classroom Dynamic
Assessment: A Complementary Pairing
Kristin J. Davin and Richard Donato
After five days of classroom dynamic assessment
(DA) targeting WH-question formation,
Spanish students worked in small groups on
a collab orative writing task. This research
sought to determine whether learners were
able to mediate their peers during this task
and if so, whether this mediation might be
traced back to participation in classroom DA.
A Descriptive and Co-Constructive
Approach to Integrated Performance
Assessment Feedback Bonnie Adair-
Hauck and Francis J. Troyan
This article presents a descriptive and coconstructive
approach to feedback related to
performance in the interpersonal mode of
communication on the Integrated Performance
Assessment (IPA). The goal of the microgenetic
analysis in this research was to describe the
discursive features of effective IPA feedback.
To this end, critical discourse analysis of a
feedback session between a teacher and one
student is presented and discussed.
Attitudes Towards Task-Based
Language Learning: A Study of College
Korean Language Learners
Danielle Ooyoung Pyun
This study explores second language learners’
attitudes towards task-based language learning
and how their attitudes relate to selected
learner variables, namely anxiety, integrative
motivation, instrumental motivation, and selfefficacy.
Ninety-one college students of Korean,
who received task-based language instruction,
participated in this questionnaire study.
The American Council on the Teaching of Foreign Languages
Your resource for research:
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to discover the latest from the journal.
The Spring 2013 issue of Foreign Language Annals contains a rich body of information to help language educators
explore the latest research and apply it in their own classrooms. When the next issue of ACTFL’s journal arrives in your
mailbox in March, be sure to check out the following articles:
Empirical Validation of Reading
Proficiency Guidelines Ray Clifford
and Troy Cox
This study applies a multistage, criterionreferenced
approach that uses a framework of
aligned texts and reading tasks to explore the
validity of the ACTFL (and related) Reading
Proficiency Guidelines.
The Relationship Between the
Development of Speaking and Writing
Proficiencies in the U.S. University
Spanish Language Classroom
Michael Hubert
This case study seeks to determine if speaking
and writing proficiencies develop at similar
rates among language learners. Seventeen
students enrolled in beginning, intermediate,
and advanced Spanish courses at a mid-sized
U.S. university were administered the ACTFL
Oral Proficiency Interview and Writing Proficiency
Test. Speaking and writing proficiency
scores were then correlated.
Assessing Gains in Language
Proficiency, Cross-Cultural
Competence, and Regional Awareness
During Study Abroad Jeffrey Watson,
Peter Siska, and Richard Wolfel
This study presents a theoretical background
for a three-tiered model for assessing student
outcomes during study abroad in three
domains—language proficiency, cross-cultural
competence, and regional awareness—and
presents quantitative data gathered from the
implementation of this model.
NEW this Issue!
Hear Directly from
the Authors!
Beginning with the Spring
2013 issue of Foreign
Language Annals, readers
will be able to view video
podcasts prepared by some
of the issue’s authors
highlighting their research
and explaining how it
translates to classroom
application.
Self-Regulation in Second Language
Learning: An Investigation of the
Kanji-Learning Task Heath Rose and
Lesley Harbon
This study investigates the learning of kanji
by non-Japanese university students studying
Japanese. The purpose of the study was to
examine learners’ approach to kanji study
through the lens of self-regulation theory.
Data were collected over the duration of a
year in the form of regular interviews with
12 students.
Understanding the Relationship
Between Language Performance and
University Course Grades Alan Brown
The relationship between postsecondary foreign
language course grades and proficiency
appears fraught with interpretive difficulties
given that they represent the intersection of
extremely complex and multifaceted constructs.
This paper presents preliminary data
correlating students’ scores on measures of
speaking, listening, and reading proficiency
with Spanish course grades.
Changes in Affective Profiles of
Postsecondary Students in Lower-
Level Foreign Language Classes
Kimi Kondo-Brown
Recent opinion surveys and second language
motivation research shed light on academic
dilemmas and challenges that postsecondary
students in lower-level foreign language
courses may experience. This longitudinal
study extends this line of research by
examining changes in the affective profiles of
students in a two-year Japanese program at
an American university.