IALLT's free language technology magazine
by Frederick Poole, Michigan State University DOI: https://www.doi.org/10.69732/XLES6132 As language teachers, it is important to always be on the lookout for new and effective ways to teach our students. One tool that can be particularly useful in this task is
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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. DOI: https://www.doi.org/10.69732/ATVO1964 Confessions of a Frustrated Educator I wish I could say that my exploration of the uses of immersive technology started with
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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. DOI: https://www.doi.org/10.69732/WCTA9404 Reading through this special issue on VR/AR and language learning, you will know by now that virtual reality has features
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by Tricia Thrasher, Ph.D., Research Manager at Immerse DOI: https://www.doi.org/10.69732/AOEA9936 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
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By Miranda Novash, Research Writer at Immerse and Adjunct Senior Instructor 1 at Portland State University DOI: https://www.doi.org/10.69732/CXGF9564 Technology has brought positive changes to the language classroom. Thanks to the internet, teachers can expose students to a variety of
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By Tricia Thrasher, PhD, Research Manager at Immerse. DOI: https://www.doi.org/10.69732/JCAE4165 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
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By Wenjing Huang, Chinese Teacher, George School, Newtown, PA. DOI: https://www.doi.org/10.69732/ZYUF4244 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
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By Justin Davis and Jonathan Perkins, Open Language Resource Center, University of Kansas DOI: https://www.doi.org/10.69732/COFG5463 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
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By Lisa Merschel and Joan Munné, Duke University DOI: https://www.doi.org/10.69732/JARW7014 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
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By Shannon Donnally Quinn, Michigan State University DOI: https://www.doi.org/10.69732/XWCA9270 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,
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By Sun Young Park and Kara Mac Donald, Defense Language Institute, Foreign Language Center DOI: https://www.doi.org/10.69732/UGFH9301 The pandemic has wrought unprecedented disruptions and challenges to education, affecting students and teachers across the globe. Teachers were forced to transition rapidly from
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By Helen Stapleton, Sewanee: University of the South DOI: https://www.doi.org/10.69732/RYTD7746 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
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