IALLT’s free language technology magazine
By James Ayres, Michigan State University, and Carlos Seoane, Co-founder and CEO, Extempore DOI: https://www.doi.org/10.69732/ABUW8178 It has been just over two years since the public was introduced to OpenAI’s ChatGPT (Generative Pre-Trained Transformer). Since that seemingly innocuous day in November
Read MoreMireia Toda Cosi, University of Maryland Md Mahbubul Amin, Michigan State University Fred Poole, Michigan State University DOI: https://www.doi.org/10.69732/OKEB8961 In this interview, Jeff moderates a panel discussion among educators who are either instructors or native speakers of less commonly taught
Read MoreBy Ilka Kostka, Rachel Toncelli, and Catherine Fairfield, Northeastern University DOI: https://www.doi.org/10.69732/WNWY9538 From “Gotcha” to Guidelines “I’ve been ChatGPT’d!” Any educator who has been teaching during the rise of generative artificial intelligence (GenAI) knows what this phrase means. When we
Read MoreBy Maria Laura Mecias, PhD Candidate, Applied Linguistics, University of Florida DOI: https://www.doi.org/10.69732/FGOG9332 Introduction As language educators, we face the challenge of preparing students for a rapidly evolving world where generative artificial intelligence (GAI) is becoming an increasingly prominent tool.
Read MoreBy Jeffrey Samuels, Editor, World Languages 360, Angelika Kraemer, Cornell University, Frederick Poole, Michigan State University, Lauren Rosen, University of Wisconsin, and Gisele El Khoury, St. Lawrence University DOI: https://www.doi.org/10.69732/HZIT2214 The Annual Convention of ACTFL took place at the
Read MoreBy Betsy Kells, Technology Director, Penn Language Center; Ed.D. student in Educational Linguistics, Graduate School of Education and Siyi Yan, Graduate Assistant, Penn Language Center; M.S.Ed. student in Learning Sciences & Technologies, Graduate School of Education, University of Pennsylvania .
Read MoreBy Wenjing Huang, Chinese Teacher, George School DOI: https://www.doi.org/10.69732/IWPS2453 Introduction In language classes, we often use Padlet to create digital boards for brainstorming, group discussions, and quick icebreakers, but now it can do even more. Sandbox is a new feature
Read MoreBy Melissa Azari, United States Air Force Academy; Sandrine Pell, University of Wisconsin Collaborative Language Program; Theresa Schenker, Yale University; Cristina Moon, Chabot College; and Sarah Harmon, Cañada College DOI: https://www.doi.org/10.69732/CBVH9362 Introduction Over the last few years, the app known
Read MoreBy Priya Panday-Shukla, Washington State University DOI: https://www.doi.org/10.69732/DZWQ2675 Intro I tried Google NotebookLM about a year ago, and I thought it was just another AI tool; now, almost a year later, I have to say that it has emerged as
Read MoreBy Gisele El Khoury, St. Lawrence University DOI: https://www.doi.org/10.69732/DGYG6519 Educators constantly seek new tools to enhance language learning and cultural understanding in an increasingly digital world. One such tool, Ubersuggest (a free online search engine optimization (SEO), offers a unique
Read MoreDOI: https://www.doi.org/10.69732/CAVM3142 In this episode, Jeff discusses a new online Russian textbook with its authors, Shannon Donnally Quinn and Anna Tumarkin. The Open Educational Resource (OER) is available at https://wisc.pb.unizin.org/diverserussian. The authors explain their decision to center the textbook’s content
Read MoreBy Hossam Elsherbiny, PhD., Associate Director of The Center for Languages & Intercultural Communication, Rice University, and Dean Toumajian, Rice University . DOI: https://www.doi.org/10.69732/PWER3384 From the fictional artificial intelligence computer HAL 9000’s menacing evolution in “2001: A Space Odyssey” to
Read MoreBy Frederick J. Poole, Michigan State University DOI: https://www.doi.org/10.69732/SECX9198 Introduction Glossing tools allow learners to access quick information about a word, phrase, grammatical structure, or sentence in context. As early as the Medieval periods monks were known to add glosses
Read MoreBy Valentina Sorbera, William & Mary DOI: https://www.doi.org/10.69732/URBN3444 Numerous studies have shown that using technology helps keep students engaged in the classroom. The Engagement Theory affirms that “students must be meaningfully engaged in learning activities through interaction with others and
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