Foreign Language Annals

Papers
(The TQCC of Foreign Language Annals is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-07-01 to 2025-07-01.)
ArticleCitations
Summer 202147
Issue Information ‐ Ed Board, ACTFL Officers Page28
Professional growth and development through ACTFL25
Fall 202123
Teachers' oral proficiency: What happens after they graduate?22
Editor's message21
Text‐centered “talk” in foreign language classrooms: Comparing the affordances of face‐to‐face and digital social annotated reading19
The landscape of American Sign Language education16
Issue Information ‐ TOC14
Issue Information ‐ TOC14
Examining novice language teachers' reflections in an online community of practice14
Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot12
Meta‐analyses of anxiety, motivation, performance, satisfaction, and self‐efficacy in virtual reality‐assisted language education11
Editor's message11
Engaging with the world: Applying connected learning in a university language learning context11
Synchronous and asynchronous online collaborative writing: A study on Chinese language learners11
The taquito hot seat: Socializing monolingual bias through error correction practices in a Portuguese language classroom10
The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can‐Dos9
Addressing challenges in language education: Insights and solutions from higher education9
Revisiting attending to form during meaning comprehension in learning Spanish as an additional foreign language9
9
Leadership matters: World language program leadership & teacher practices8
Code choice and translanguaging in Spanish classroom tasks8
Some reactions: Why my publications after 1982 were not cited or discussed8
What does translanguaging look like in an English language classroom in a disadvantaged context? A case in a primary school with difficult circumstances in the Global South8
The importance of peer review8
Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design7
WE MUST TALK ABOUT BRUNO: Antiracism in the world language classroom and the importance of having difficult conversations7
Teachers' perspectives on pedagogy in short‐term language study abroad7
Strategic planning for professional engagement7
Factors affecting the quality of online learning in a task‐based college course7
Building connections7
ERRATUM7
ACTFL Chinese reading proficiency guidelines: Verifying the difficulty hierarchy7
L2 French students' conversations during interactive writing tasks and their interaction mindset6
Centering positionality in Foreign Language Annals: Toward reflexive praxis in research and publication6
EDITOR'S MESSAGE6
Learning to teach world language online during COVID‐19 pandemic: A phenomenographic study6
Impact of L2 learners' background factors on the perception of L1 Spanish speech6
Issue Information ‐ TOC5
Early oral language in Chinese heritage language reading development5
Explaining the penetrating role of technology in online foreign language learning achievement5
5
Summer study abroad in Japan: Maximizing intercultural competency development through self‐guided cultural exploration and reflection tasks5
Reading and affect: University Spanish learners' perceptions of a reading program5
5
An examination of the postgraduation benefits of earning a Seal of Biliteracy5
Linguistic risk‐taking in second language learning: The case of French at a Canadian bilingual institution4
Issue Information ‐ TOC4
Krashen's claims through a usage‐based lens4
Analytic visual word recognition among Chinese L2 learners4
Exploring the learning benefits of website‐delivered pragmatics instruction: The case of L2 Mandarin Chinese4
Issue Information ‐ TOC4
Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement4
Issue Information ‐ TOC4
Issue Information ‐ Ed Board, ACTFL Officers Page4
Krashen and second language processing4
Conceptualizing culture critically: Examining perspectives from additional language teachers4
3
Effect of inserted adjunct questions on L2 reading with Chinese learners3
Issue Information ‐ Ed Board, ACTFL Officers Page3
Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use3
What makes video‐based academic lectures difficult for language learners to comprehend? The role of multimodal complexity3
The pragmatic resistance of Chinese learners of Korean3
Receptive vocabulary knowledge in L2 learners of Spanish: The role of high‐frequency words3
Issue Information ‐ TOC3
The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence3
Exploring the experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges3
Envisioning a successful professional self through a negotiation‐themed advanced Chinese course3
Leveraging the AAPPL to promote positive washback in K‐12 language teaching3
The other side of heritage language education: Understanding Spanish heritage language teachers in the United States3
Can Spanish programs evaluate oral proficiency gains for all learners? An empirical analysis of traditional and nontraditional Spanish majors' oral proficiency development3
Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion3
Engaging in transnational ways of teaching and building a community of practice: Preservice teachers’ experiences in an online after‐school program3
Investigating L2 writers' uses of machine translation and other online tools3
Deconstructing the myth of Standard German: Navigating language ideologies in the L2 German university classroom3
President's message3
Imagining Black futures in world language education3
The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language3
Considering the updated Input Hypothesis from a neurolinguistic perspective: A response to Lichtman and VanPatten3
Issue Information ‐ TOC3
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