IALLT's free language technology magazine
By Angela Lee-Smith, Yale University DOI: https://www.doi.org/10.69732/HYLI9972 The Challenges and Rationale The COVID-19 pandemic hit every corner of the world, and we, language teachers, all had to transform our classrooms into virtual platforms. I swiftly adjusted learning materials, activities, tasks,
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By Shannon Donnally Quinn, Michigan State University DOI: https://www.doi.org/10.69732/LJAO6340 Introduction Recently, Anna Carson introduced readers of The FLTMAG to a wonderful tool called Readlang in her article “Supporting Semi-Autonomous Reading Has Never Been So Easy!”. After learning about the tool,
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By Amanda Ferris, Coloma Junior High School, and Frederick Poole, Michigan State University DOI: https://www.doi.org/10.69732/XBWH2759 Introduction Videos can be used to build students’ background knowledge, provide authentic learning opportunities, and facilitate deeper thinking. It is common to use
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By Claire Frances and Giovanni Zimotti, University of Iowa DOI: https://www.doi.org/10.69732/MOZE9157 From the Chronicle of Higher Education’s December 13th article, “AI and the Future of Undergraduate Writing” to NPR’s December 19th story, “A new AI chatbot might do your
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By Wenjing Huang, Mandarin Teacher, Wildwood School DOI: https://www.doi.org/10.69732/CSMH5047 Introduction Do you find that your language students’ attention diminishes at the end of the semester or school year? Have you thought about providing more choices into your curriculum to increase
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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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