IALLT's free language technology magazine
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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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,
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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
Read MoreBy 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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