Learn How to Publish with The FLTMAG
This interactive slideshow shows you how easy it is to publish with The FLTMAG! Click the right arrow underneath the slideshow to move to the next slide.
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The FLTMAG
IALLT’s free language technology magazine
Virtual Vienna: A Practical Guide from Concept to Classroom
By Trevor B. Teafatiller, Bastian De Monte, and Dr. Budimka Uskokovic, The Ohio State University DOI: https://www.doi.org/10.69732/PMXT9827 Introduction Virtual reality (VR) is a very promising tool that facilitates not only students’ linguistic proficiency but also helps students immerse in an
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CALICO 2025 Conference Report
By Lisa A. Frumkes, Independent Educator DOI: https://www.doi.org/10.69732/ZIGA2678 The 2025 symposium of the Computer Assisted Language Instruction Consortium (CALICO) was held at San Diego State University in California from May 27 to May 31. This year’s theme was “Converging Realities
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“Is it Okay to Use AI for This?” A Model for Values-Based Decision Making in Language Teaching and Learning
By Kit Pribble, Wake Forest University DOI: https://www.doi.org/10.69732/NLOX4487 The Problem: Ethical Challenges “Is it okay to use AI for this?” is a question I have faced often over the past few years. It has been posed by anxious students trying
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In Their Own Words: Teaching Spanish Through Storytelling with Jiveworld
By Astrid Lorena Ochoa Campo, University of Wisconsin-LaCrosse DOI: https://www.doi.org/10.69732/LLLA1698 In recent years, my search for authentic, dynamic, culturally rich, and pedagogically sound language teaching resources has expanded beyond textbooks and traditional media to increase relevance in my Spanish courses.
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Grammarly: The Good, the Bad, and the AI Component in Our English Language Writing
By Nihan Sanic, University of Illinois Urbana-Champaign DOI: https://www.doi.org/10.69732/EMVO1008 Founded in 2009, Grammarly started as a basic spell checker and quickly evolved into a full-fledged AI-powered writing assistant. Unlike spell checkers, Grammarly provides real-time feedback in four categories. Correctness underlines
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DIVE-L: Design of Immersive Virtual Environments for Language Learning – Guidelines for Thoughtful Integration for Instructors
By Ogulcan Durmaz, Informatics PhD Student at University of Illinois Urbana-Champaign DOI: https://www.doi.org/10.69732/WXMT7186 Introduction Immersive virtual environments like virtual reality have great potential for language learning, but instructors considering using it with their students need assistance in how to adopt
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Generative AI in Language Classes: Practical Examples with Gemini
By Wenjing Huang, Chinese Teacher, George School DOI: https://www.doi.org/10.69732/XXIL7439 Introduction Since the launch of ChatGPT by OpenAI in 2022 and its subsequent variations, generative AI powered by large language models has achieved a new level of competence. These chatbots can
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Tales with Tails: AI Image Generation to Enhance Storytelling in Language Classrooms
By Seoah Yun, University of Illinois Urbana-Champaign and Eda Yildirimer, University of Illinois Urbana-Champaign DOI: https://www.doi.org/10.69732/TTGI4191 Introduction Artificial intelligence (AI) has undeniably become an integral part of our lives, offering significant benefits such as simplifying daily activities and providing valuable
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Generative AI Videos for the L2 Classroom: Whodunit and More with HeyGen
By Roberta Montella and Dan Nickolai, Saint Louis University DOI: https://www.doi.org/10.69732/RVZW4726 One of the most time-consuming tasks of lesson planning is the preparation of pedagogical resources for our language courses. This is especially true when it comes to modifying or
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Planning for Success in the Collaborative Creation of Open Educational Resources (OER): The Case of Diverse Russian
By Shannon Donnally Quinn, Michigan State University, and Anna Tumarkin, University of Wisconsin-Madison DOI: https://www.doi.org/10.69732/WMVF7469 Recently, we completed an Open Educational Resource project called Diverse Russian: A Multicultural Exploration. Open Educational Resources (OER) are learning materials that are freely available
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Adapting a Social Deduction Game into an Online Synchronous L2 Chinese Classroom
By WeiHsuan Lo, University of Northern Colorado and Kevin Fedewa, Michigan State University DOI: https://www.doi.org/10.69732/XRAP4854 Introduction If you are struggling with whether or not to use games in your language classroom, you are not alone. While games have been shown
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Revolutionizing Language Assessment with AI: Can we get there in 2025?
By James Ayres, Michigan State University, and Carlos Seoane, Co-founder and CEO, Extempore DOI: https://www.doi.org/10.69732/ABUW8178 It has been just over two years since the public was introduced to OpenAI’s ChatGPT (Generative Pre-Trained Transformer). Since that seemingly innocuous day in November
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IALLT Interview Project, Episode 13, with Mireia Toda Cosi, Md Mahbubul Amin, and Fred Poole: Testing the Limits of AI Solutions for LCTL Instruction
Mireia Toda Cosi, University of Maryland Md Mahbubul Amin, Michigan State University Fred Poole, Michigan State University DOI: https://www.doi.org/10.69732/OKEB8961 In this interview, Jeff moderates a panel discussion among educators who are either instructors or native speakers of less commonly taught
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Red Means Stop and Green Means Go: Creating AI Guidelines with Students
By Ilka Kostka, Rachel Toncelli, and Catherine Fairfield, Northeastern University DOI: https://www.doi.org/10.69732/WNWY9538 From “Gotcha” to Guidelines “I’ve been ChatGPT’d!” Any educator who has been teaching during the rise of generative artificial intelligence (GenAI) knows what this phrase means. When we
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