IALLT's free language technology magazine
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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By Giovanni Zimotti and Alexis Jiménez, University of Iowa DOI: https://www.doi.org/10.69732/RMVH1759 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
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By Shannon Donnally Quinn, Michigan State University DOI: https://www.doi.org/10.69732/DDGH4005 If there is one thing that educational technologists know, it is that no technology lasts forever. Some of the closets of our language centers are museums for technologies that have fallen
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By Kelsey White, UC Santa Barbara, Shannon Donnally Quinn, Michigan State University, Bhavya Singh, California Language Teachers’ Association, CA, Teacher Training Institute, New York University, Gisele El Khoury, St. Lawrence University DOI: https://www.doi.org/10.69732/FGZY8990 Introduction Giving feedback on oral speaking
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By Matthew Ling and Eduardo Lage-Otero, Yale-NUS College DOI: https://www.doi.org/10.69732/NJPQ7999 For the past two years and thanks to a Teaching Enhancement Grant from the National University of Singapore, language students at Yale-NUS College (a liberal arts college in
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By Amelia Ijiri, Kyoto Institute of Technology DOI: https://www.doi.org/10.69732/AUWW7246 Introduction Virtual reality (VR) offers many attractive affordances for language learners. Virtual reality environments can simulate 360 degree views of target language environments, thus giving rise to a feeling of “being
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By Michael Dettinger, Nicolette Lopez, and José F. Rojas, Louisiana State University DOI: https://www.doi.org/10.69732/INAZ7038 Introduction As universities returned to the 2020/2021 academic year, many were challenged with how to best prepare for course delivery. Some
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By Melissa Fiori, Associate Professor, Daemen College DOI: https://www.doi.org/10.69732/DHGA1429 Overview As language instructors we have many standards to juggle. How do we motivate students to learn a second language in a way that addresses the three modes of communication, simultaneously
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By Müge Satar, Paul Seedhouse, Ahmed Kharrufa, Colin Bone Dodds, Sara Ganassin, Alison Whelan, Newcastle University, UK DOI: https://www.doi.org/10.69732/GGEZ7014 Introduction Many people are motivated to learn foreign languages by their interest in foreign cultures and ways of life, and Newcastle
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By Silvia Giorgini-Althoen, Wayne State University DOI: https://www.doi.org/10.69732/VQDR2545 Various telecollaboration initiatives have blossomed in recent years, but the pandemic intensified the need to find learning tools to face new challenges and to maintain higher standards of interaction in our language
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