IALLT’s free language technology magazine
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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy Maria Laura Mecias, PhD Candidate, Applied Linguistics, University of Florida DOI: https://www.doi.org/10.69732/FGOG9332 Introduction As language educators, we face the challenge of preparing students for a rapidly evolving world where generative artificial intelligence (GAI) is becoming an increasingly prominent tool.
Read MoreBy Betsy Kells, Technology Director, Penn Language Center; Ed.D. student in Educational Linguistics, Graduate School of Education and Siyi Yan, Graduate Assistant, Penn Language Center; M.S.Ed. student in Learning Sciences & Technologies, Graduate School of Education, University of Pennsylvania .
Read MoreBy Melissa Azari, United States Air Force Academy; Sandrine Pell, University of Wisconsin Collaborative Language Program; Theresa Schenker, Yale University; Cristina Moon, Chabot College; and Sarah Harmon, Cañada College DOI: https://www.doi.org/10.69732/CBVH9362 Introduction Over the last few years, the app known
Read MoreBy Hossam Elsherbiny, PhD., Associate Director of The Center for Languages & Intercultural Communication, Rice University, and Dean Toumajian, Rice University . DOI: https://www.doi.org/10.69732/PWER3384 From the fictional artificial intelligence computer HAL 9000’s menacing evolution in “2001: A Space Odyssey” to
Read MoreBy Frederick J. Poole, Michigan State University DOI: https://www.doi.org/10.69732/SECX9198 Introduction Glossing tools allow learners to access quick information about a word, phrase, grammatical structure, or sentence in context. As early as the Medieval periods monks were known to add glosses
Read MoreBy Valentina Sorbera, William & Mary DOI: https://www.doi.org/10.69732/URBN3444 Numerous studies have shown that using technology helps keep students engaged in the classroom. The Engagement Theory affirms that “students must be meaningfully engaged in learning activities through interaction with others and
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