IALLT's free language technology magazine
Dr. Felix A. Kronenberg, Director of the Center for Language Teaching Advancement (CeLTA), and of the National Less Commonly Taught Languages Resource Center (NLRC), and Associate Professor in the Department of Linguistics, Languages, and Cultures, Michigan State University. Dr. Frederick
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by Olha Tytarenko, Associate Professor of Practice of Russian, University of Nebraska-Lincoln. Confessions of a Frustrated Educator I wish I could say that my exploration of the uses of immersive technology started with my
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Cemil Gökhan Karacan, research assistant in the English Language Teaching department at Istanbul Medipol University and Ph.D. candidate in English Language Teaching at Bahçesehir University. Elif Mollamehmetoğlu, English and Turkish language instructor at Istinye University in Istanbul
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By Nergiz Kern, Head of Research at Immerse, Independent EdTech professional specializing in immersive and blended learning. Reading through this special issue on VR/AR and language learning, you will know by now that virtual reality has features that
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by Tricia Thrasher, Ph.D., Research Manager at Immerse In 2018, I had the opportunity to put on a virtual reality (VR) headset for the first time. I was pursuing a Ph.D. in French and Second Language Acquisition and had
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By Tricia Thrasher, PhD, Research Manager at Immerse. As language teachers, we’ve all worked at some point with students who experience foreign language anxiety – or FLA for short. For some students, this anxiety only really comes to the surface
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By Wenjing Huang, Chinese Teacher, George School, Newtown, PA. Introduction CoSpaces is a mixed reality (VR and AR) web-based application that allows users to create and engage with interactive media content. It allows students to demonstrate
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By Justin Davis and Jonathan Perkins, Open Language Resource Center, University of Kansas Introduction If you are designing pedagogical materials or preparing to teach a new class, it is crucial that you have a basic understanding of screen readers to
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By Lisa Merschel and Joan Munné, Duke University How are students using translators in online learning contexts? In the March and June 2020 issues of FLTMAG, Faber and Turrero-García (2020) and Henshaw (2020) articulated pedagogical implications and perceptions
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By Shannon Donnally Quinn, Michigan State University Many of us have played games of “Guess Who?” in our language classes to practice descriptions of people by having students guess which cartoon character their partner has chosen. With Desmos, an application
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By Sun Young Park and Kara Mac Donald, Defense Language Institute, Foreign Language Center The pandemic has wrought unprecedented disruptions and challenges to education, affecting students and teachers across the globe. Teachers were forced to transition rapidly from face-to-face (F2F)
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By Helen Stapleton, Sewanee: University of the South No matter which language we are learning, we are all on the same journey towards proficiency and familiarity with the culture. At Sewanee, a small liberal arts college of roughly 1750 students
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By Giovanni Zimotti and Alexis Jiménez, University of Iowa Real life experience is considered by many the best way to learn and put in practice theoretical knowledge. Sometimes, due to a lack of opportunities, students experience the transition from theoretical
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