Learn How to Publish with The FLTMAG
This interactive slideshow shows you how easy it is to publish with The FLTMAG! Click the right arrow underneath the slideshow to move to the next slide.
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The FLTMAG
IALLT’s free language technology magazine
Snorkl: A Bigger Flip/Flipgrid with AI-Powered Feedback
By Wenjing Huang, Chinese Teacher, George School DOI: https://www.doi.org/10.69732/IMLG1774 Introduction When Flip/Flipgrid was sunsetted, many educators started to search for something to fill the gap. Now you can consider Snorkl. It is a web-based platform that allows students to respond
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Game-Inspired Autonomy in Language Teaching and Learning
By Seyed Abdollah Shahrokni, Texas A&M University DOI: https://www.doi.org/10.69732/YREQ2378 Sumeru, with Mt. Damavand rising in the distance, feels like home – it must be the names, the music, the lore – even the character I am playing, Alhaitham, reminds me
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From Grammar to Strategy: Two Perspectives on Language Education and AI from FLEAT 8
By Petra Juna Jennings (University of Ostrava, the Czech Technical University in Prague) and Christina Thunstedt (Technical University of Munich) DOI: https://www.doi.org/10.69732/LJYY3571 Europe goes to Hawaii When we first met on Oahu at FLEAT 8, after long flights from Germany
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A Syntax Tree “Metativity”: A Collaborative Web3 Activity in the FrameVR Metaverse
By Elizabeth Enkin, University of Nebraska-Lincoln DOI: https://www.doi.org/10.69732/CKTL9913 As language teachers, we are keenly aware of the important benefits that Web 2.0, the collaborative web, has brought to language teaching. From social media to audio and visual tools, Web 2.0
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The Power of AI for Language for Specific Purposes
By Shannon Donnally Quinn, Michigan State University DOI: https://www.doi.org/10.69732/FPCO4009 Although I have typically been a person who has been quick to adopt new technologies in my teaching, I have a deep ambivalence about AI (artificial intelligence). Though I will not
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Speakology AI: The Future of Conversational Speaking Practice is Here
By Lauren Rosen, Universities of Wisconsin DOI: https://www.doi.org/10.69732/SNXT5205 Have you ever wished students could overcome speaking anxiety, engage in more personalized conversations with native-like tutors, and practice using the vocabulary and structures they truly need? Well, that time is now,
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Enhancing Language and Culture Courses with Pictory
By Gisele El Khoury, St. Lawrence University DOI: https://www.doi.org/10.69732/WEYZ7787 Introduction As language educators, we constantly seek ways to make our students’ learning more engaging and meaningful, especially in online and hybrid settings where the connection can feel distant. While textbooks
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Russophonia: A Project-Based Approach to Decolonizing the Novice-Level Language Classroom
By Kathleen Scollins, University of Vermont DOI: https://www.doi.org/10.69732/TVLQ4656 Introduction: Manie Musicale… à la Russe? Two years ago, I noticed that my youngest son had begun listening to some surprisingly catchy French-language pop at home. During the pandemic, we’d become accustomed
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From Idea to Draft: Scaffolded ESL Writing with Writing Sparks and Kiddle
By Nihan Sanic, University of Illinois Urbana-Champaign DOI: https://www.doi.org/10.69732/CUTV2580 For many language learners, especially those with academic writing anxiety, the most challenging part of writing is not coming up with the right vocabulary words or checking their grammar; it is
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Announcing the IALLT 2025 Awards for The FLTMAG
At the IALLT/FLEAT 8 conference in Hawaii, The FLTMAG offered awards for some of its outstanding contributions. Best Contribution to The FLTMAG by a Graduate Student IALLT recognizes Blair Richards for her article A Multiliteracies Approach to TikTok in the
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A Click Away: Lessons Learned after Four Semesters of Virtual Exchange Program Experience for Intensive Beginning-Level Spanish Learners
By Lourdes Sabé, Yale University DOI: https://www.doi.org/10.69732/DJFB8847 This article describes the culmination of a four-semester implementation of an e-tandem virtual exchange (VE) program between beginning-level Spanish language students at a US university and undergraduate students at a Peruvian university in
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Virtual Vienna: A Practical Guide from Concept to Classroom
By Trevor B. Teafatiller, Bastian De Monte, and Dr. Budimka Uskokovic, The Ohio State University DOI: https://www.doi.org/10.69732/PMXT9827 Introduction Virtual reality (VR) is a very promising tool that facilitates not only students’ linguistic proficiency but also helps students immerse in an
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CALICO 2025 Conference Report
By Lisa A. Frumkes, Independent Educator DOI: https://www.doi.org/10.69732/ZIGA2678 The 2025 symposium of the Computer Assisted Language Instruction Consortium (CALICO) was held at San Diego State University in California from May 27 to May 31. This year’s theme was “Converging Realities
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“Is it Okay to Use AI for This?” A Model for Values-Based Decision Making in Language Teaching and Learning
By Kit Pribble, Wake Forest University DOI: https://www.doi.org/10.69732/NLOX4487 The Problem: Ethical Challenges “Is it okay to use AI for this?” is a question I have faced often over the past few years. It has been posed by anxious students trying
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