MWALLT 2025 Conference Program and Abstracts

The conference will be conducted virtually via Zoom streams available from three host institutions. 

Click the Session number to jump down to the abstracts for that session.

	Stream A (Stream Host: Ohio State)	Stream B (Stream Host: Minnesota)	Stream C (Host: Wisc.-Milwaukee)
9:00 CST	Welcome
Session 1 9:20 CST (15 min)	AI: A New Dimension in Language Feedback  Sarab Al Ani (Yale University)	Developing digital literacy skills in the language classroom with FrameVR  Elizabeth Enkin (University of Nebraska-Lincoln)	Strengthening Pathways to Critical Media Literacy Through Bridgerton Alona Kladieva, Dilara Avci (University of Arizona)
Session 2 9:40 CST (30 min)	COIL/ Virtual Exchange  Jodi Resch Brownell (Crandon High School)	Leveraging ChatGPT to Promote Self-Regulated Learning in the Japanese Classroom Tomomi Kakegawa (University of Wisconsin-Eau Claire)	Embodied Virtual Worlds: Learning to Participate in Foreign Language Cultures through Immersive Experiences  Matthew Steinhauer, Ying-Shan Wu (Ohio State University)
Session 3 10:15 CST (15 min)	Two Tools to Create the Perfect Writing Activity  Nihan Sanic (University of Illinois-Urbana Champaign)	Speaking Through Stories: Empowering Language Students with Digital Comics  Ekaterina Shutenko (University of Illinois-Urbana Champaign)	From Formative Assessment to Self-Published Textbooks: Creating Learning Materials with H5P  John Kotnarowski (University of Illinois-Urbana Champaign)
Session 4 10:35 CST (30 min)	Chatting Our Way to Fluency: Harnessing AI Bots for Language Learning  Sabrina Fluegel, Amanda Dalola (University of Minnesota)	Tech-Boosting the Language Teacher Journey: Paving Pathways to Digital-Enhanced Learning Astrid Lorena Ochoa Campo, Kimberly Morris (University of Wisconsin-La Crosse)	ANTON: The Tool for Language Learning, Vocabulary and Skills in all content areas K-12   Amy Sturgeon (Tippecanoe School Corporation)
Session 5 11:10 CST (15 min)	Grammarly: The Good, the Bad, and the AI Component  Nihan Sanic (University of Illinois-Urbana Champaign)	Asynchronous Video as Medium for Practicing Disagreement Styles  Melissa Huntley (University of Shimane)	Building Trails Across the Language Formality Spectrum with Artificial Intelligence  Sasha Radford, Kseniia Mikhailova (University of Illinois-Urbana Champaign)
11:30 CST (45 min)	LUNCH BREAK
12:20 CST (15 min)			MWALLT Business Meeting (all are welcome/encouraged to attend)
Session 6 12:40 CST (30 min)	Enhance Students' Proficiency with Flint AI  Audrey Lamou (St. George's School)	Beyond Lectures: Empowering  Student-Centered Learning in the Chinese Classroom Shanhui Chen (Wisconsin Virtual School)	Beyond the Classroom: Virtual Reality as a Gateway to German Language and Culture  Haley Grubb (Ohio State University)
Session 7 1:15 CST (15 min)	Ba bà bán bún bò bên bờ biển: Leveraging Social Media and Phonetics software to raise Vietnamese Learners' Awareness of Tones  Amanda Dalola, Ky Nguyen (University of Minnesota)	Speak Freely, Think Globally: Enhancing Language Learning with CharacterAI  Nataliya Spirydovich (The University of Illinois-Urbana Champaign)	Digital Games in World Language Classrooms: Enhancing Engagement and Long-Lasting Language Experience  Favour Olaosebikan (University of Wisconsin-Madison)
Session 8 1:35 CST (30 min)	Enhancing Classroom Collaboration with Padlet: A Creative Tool for Language Teaching  Stephanie Gaillard, Katherine Kang, Trang Tran (Brown University)	AI Made Me Do It: Students Creating Language Materials for Success  Sooyeon Lee (University of Wisconsin-Madison)	Empowering Language Learning: Harnessing Podcasts for Authentic Listening Resources  Serena Powers (Arrowhead Union High School) Jing Gao (Pewaukee High School)
Session 9 2:10 CST (15 min)	Assessing Creatively: Diversifying Projects in Spanish and Italian  Sara Villa, Caterina Bertolotto (The New School)	Lights, Camera, Language: Educating Through Mini Video Skits  Rachel Kairys (University of Wisconsin-Milwaukee)	Unlocking Insights: The Power of Annotating in Hypothesis Budimka Uskokovic (Ohio State University)
2:30 CST (20 min)	BREAK
Session 10 2:50 CST (15 min)	Creating Pathways to Participation: Building a Classroom Community with Tech Tools  Adelia Chace (Webster University-St. Louis)	ChatGPT as a Conversational Partner: Benefits and Challenges  Andriyana Baran (University of Kansas)	Multimodal Literacy: Persepolis Escape Room  Paige Berg (University of Iowa)
Session 11 3:10 CST (15 min)	CANCELLED Enhancing Language Learning Through AI-Generated Songs and Podcasts: SUNO AI and NotebookLM for Multimodal Engagement  Mega Wulandari (Ohio State University)	VIET - The Virtual Interactive Effective Tools with Vietnamese Language Table ThuyAnh Nguyen (University of Michigan)	Artificial Intelligence to Enhance Learners' Pronunciation  Ayman Elbarbary (Indiana University)
Session 12 3:30 CST (45 min)	Panel: Emerging Technology in Language Learning: Pathways from Innovation to Implementation Kevin Richards, Matthew Steinhauer, Ying-Shan Wu, Samanta Buffa, Mariah Hagadone-Bedir (Ohio State University)	Collaborative Articulation and Assessment Project at Ohio State University  Rebecca Bias  (Ohio State University)
4:20 CST (15 min)	WRAP UP Conference Evaluation

*** Session Abstracts ***

A. Welcome  9:00 CST (15 min)

_________________________

Session 1  9:20 CST (15 min)

1A. AI: A New Dimension in Language Feedback

Sarab Al Ani (Yale University)

This is a 15-minute exploration of how AI can transform language feedback, shifting the focus from knowledge accumulation to functional language use. By empowering learners and encouraging active participation, AI can revolutionize the language classroom.

1B. Developing digital literacy skills in the language classroom with FrameVR

Elizabeth Enkin (University of Nebraska-Lincoln)

FrameVR is a 3D web conferencing platform (a "metaverse") that can be used for free as a desktop or immersive VR app. Users come into shared virtual spaces as avatars and can text and voice chat. Like other web conferencing software, Frame allows users to share their webcams and screens (simultaneously), and to use various “assets”, such as collaborative whiteboards and in-world web browsers. This makes Frame an ideal platform for conferencing needs, such as office hours. However, and because Frame enables you to add different types of assets into a space (e.g., videos, text, images, 3D models), the platform can be very useful for setting up various classroom-based activities, including fun games like scavenger hunts. Recently, I used the platform to create a puzzle activity for building syntax trees in my Spanish linguistics class. In small groups, my students manipulated various assets to solve syntax puzzles I created in-world. Not only was this gamified approach to syntax seen as a fun break from traditional types of activities, but students also learned valuable digital literacy skills related to 3D web design. This activity will be further outlined in this presentation, with ideas for modifications going forward, as well as other ideas for the future. Seeing as FrameVR is a robust software (and has also just integrated embodied AI agents along with generative AI), this presentation may be valuable to many language educators, and especially for those who are interested in combining the development of digital literacy skills with language education.

1C. Strengthening Pathways to Critical Media Literacy Through Bridgerton

Alona Kladieva, Dilara Avci (University of Arizona)

"This presentation introduces a technology-enhanced pedagogical activity that cultivates critical media literacy while exploring themes of gender, diversity, and women empowerment. Drawing on the findings that revealed pervasive gender stereotypes and under-representation of female characters in textbooks (Chan, 2021), the multimodal discourse analysis activity uses the TV show Bridgerton as a critical lens to explore these underrepresented themes in K-16 classrooms. Through the digital annotation platform Perusall, students multimodally and collaboratively analyze character portrayals in selected excerpts from the TV show, connecting them to their lived experiences and identities. One of the main characters, Penelope Featherington, serves as a model for analysis with her writer identity as Lady Whistledown, body image, and perceived ‘otherness.’ We apply Kramsch’s (2006) symbolic competence framework to highlight her distinct writing style and the power of her words. The main objective of the activity is that students will be able to examine how media constructs identity and social power through language, symbolism, and multimodal representation. Students expand their analyses by selecting characters from other popular media, interrogating how representation shapes perceptions of identity and diversity. This activity goes further to analyze media content such as interviews with an actress and reviews to examine how the “fatness” is perceived in media representations (Kyrölä, 2021, p.105-116). 

_________________________

Session 2. 9:40 CST (30 min)

2A. COIL/Virtual Exchange

Jodi Resch Brownell (Crandon High School)

Resch Brownell will explain what COIL/Virtual Exchange is and how it can bring a better global perspective to the classroom via low/no cost technology.  She will show examples from her COIL module she did with her Spanish 3 class and a Colombian English class. Participants will learn how to start a COIL module, find a partner, and see student work and feedback.

2B. Leveraging ChatGPT to Promote Self-Regulated Learning in the Japanese Language Classroom

Tomomi Kakegawa (University of Wisconsin-Eau Claire)

In this session, I will explore how ChatGPT supported self-regulated learning in a final-semester Japanese course at a mid-sized state university. The course combined two in-person sessions per week with two independent study days, serving 12 students. To foster autonomous learning, students maintained learning portfolios documenting their progress, self-assessments, and reflections throughout the semester. ChatGPT played a key role in creating various course materials, including bi-weekly report instructions, kanji self-testing guidelines, and artifact submission prompts, along with customized examples. Its ability to generate clear, context-specific examples helped scaffold independent learning tasks. This session will focus on three main components: the kanji self-testing, bi-weekly reports, and artifact submissions. I will discuss how ChatGPT-supported materials guided students in designing personalized kanji assessments, documenting learning progress through reports, and submitting independent work. Additionally, I will share examples of student-generated content and their reflections on how ChatGPT influenced their learning process. Attendees will gain insights into how AI tools can be used to support self-regulated learning in language courses and enhance student engagement through personalized resources.

2C. Embodied Virtual Worlds: Learning to Participate in Foreign Cultures through Immersive Experiences

Matthew Steinhauer (Ohio State University)

The Japanese and Chinese programs at Ohio State believe that what we do in a language and how we do them are embedded in a social communicative context. Therefore, our classes emphasize context building and behavioral performance. But compared to PowerPoint slides and verbal descriptions that are currently used to present context and elicit performance in the classroom, Virtual Reality’s ability to create an immediate sense of “immersion” will allow the learner to just “be there,” embodying the communicative role and interpreting the meaning of an utterance or behavior by directly accessing the relevant contextual information (Makransky & Petersen, 2021). Such contextualized and embodied learning experience should be conducive to building and integrating long-term context-sensitive and sensorimotor-rich memories in the learner’s mind, which in turn should be conducive to achieving automaticity and cultural appropriateness when the learner engages in real-time language use in the future (Walker & Noda, 2000).

_________________________

Session 3   10:15 CST (15 min)

3A. Two Tools to Create the Perfect Writing Activity

Nihan Sanic (University of Illinois at Urbana-Champaign)

This presentation will focus on two tech tools to create a writing activity that will leave students feeling ready to tackle essays and grasp the different stages of production for their final product in line with the Social-Cognitive Model of Sequential Skill Acquisition theory and CALL. The main tech tool that will be used is called “Writing Sparks” and it is an online tool that guides student writing from brainstorming to outline creation. The tool accounts for the type of writing the user wants to practice, how much time they have, and their age. Using Writing Sparks, students will not only practice their writing but also start applying the tips and tricks provided by the website to their daily writing. For the activity, students will go to the website and customize their experience before starting, which is ideal for leveled classrooms, and then follow along the steps until the time runs out. For prompts that need more research, another tool will be utilized: Kiddle. Kiddle is a search engine designed specifically for education and will lead students to safe sources and help them be introduced to research in a guided manner. Together, these two tools will help students take initiative and create their own papers, reflecting their own ideas within the activity while still being safe and gaining positive habits. The attendees will leave the presentation with a sample document for how to scaffold the activity for their diverse students.

3B. Speaking Through Stories: Empowering Language Students with Digital Comics

Ekaterina Shutenko (University of Illinois at Urbana-Champaign)

This session will explore the innovative use of MakeBeliefsComix.com, a free and user-friendly digital comic strip creation platform, to enhance essential language skills in ESL learners. While the focus is on teaching English as a second language, this versatile resource is available in multiple languages, making it a valuable tool for language teachers across disciplines. Research consistently shows that storytelling significantly improves second language learning outcomes compared to traditional grammar-focused instruction (Cameron, 2001; Isbell et al., 2004; Wright, 2007; Kim, 2010). Storytelling through comics engages students in authentic and meaningful communication while fostering vocabulary acquisition, grammar proficiency, and creative expression. The platform's visual and interactive design makes language learning both enjoyable and accessible for learners at all proficiency levels. Participants will discover practical strategies for incorporating MakeBeliefsComix.com into their teaching practice. Activities include creating dialogue-based comics to develop speaking and listening skills, crafting narrative strips to enhance writing proficiency, and utilizing the platform’s extensive resources for vocabulary and grammar reinforcement. Attendees will also explore how comics can promote cultural awareness and encourage collaborative learning. This hands-on session will feature real classroom examples and a live demonstration of the platform’s tools. By the end, attendees will leave with ready-to-implement strategies to enrich their lessons through digital storytelling. Whether teaching in-person or online, MakeBeliefsComix.com offers a versatile and dynamic resource to foster creativity, critical thinking, and holistic language development in learners.

3C. From Formative Assessment to Self-Published Textbooks: Creating Learning Materials with H5P. 

John Kotnarowski (University of Illinois at Urbana-Champaign)

H5P is a free, open-source content creation and collaboration framework that allows users to build a wide variety of different learning content, such as interactive videos, charts, quizzes, and even Augmented Reality scavenger hunts. This presentation will cover how to get started with H5P and provide examples on how to use it to convey course content, and conduct short, formative assessments in the language classroom. It will also offer guidance on how to decide whether H5P is a good fit for different learning contexts based on considerations such as student and instructor tech literacy, accessibility requirements, and LMS type

_________________________

Session 4   10:35 CST (30 min)

4A. Chatting Our Way to Fluency: Harnessing AI Bots for Language Learning

Amanda Dalola, Sabrina Fluegel (University of Minnesota)

This presentation demonstrates how AI chatbots can strengthen pathways in world language education by fostering learners' cultural, linguistic, and sociolinguistic competencies through practical, technology-driven approaches. Designed for integration into first- and second-year language courses, the project presents an open educational resource (OER) featuring scaffolded AI exercises that engage students in authentic, context-rich interactions. The OER includes a collection of AI-driven prompts, categorized by ACTFL proficiency level and specific skills, offering practical activities that educators can implement immediately. These prompts incorporate diverse linguistic structures, cultural themes, and social contexts to encourage critical analysis and meaningful interaction with AI tools. The presentation will also share insights from testing these prompts with an AI model, highlighting chatbot strengths and identifying biases. Examples of chatbot training via prompt testing informed the researchers’ creation of best practices for how to interact with the chatbot for optimal learning outcomes. By providing accessible, field-tested resources, this session equips language educators with actionable strategies for integrating AI technologies into their classrooms through innovative teaching practices.

4B. Tech-Boosting the Language Teacher Journey: Paving Pathways to Digital-Enhanced Learning

Astrid Lorena Ochoa Campo, Kimberly Morris (University of Wisconsin La Crosse)

Language education in the 21st century has become deeply intertwined with digital technologies, providing diverse opportunities to enhance language teaching and learning in innovative ways. This presentation explores integrating technology in a language teacher preparation program. The first talk outlines how two Spanish teacher candidates expanded their repertoire of technological tools that can be used to enact five high-leverage teaching practices (Glisan & Donato, 2017), including 1) guiding learners to interpret and discuss authentic texts, 2) focusing on cultural products, practices, and perspectives, 3) focusing on form in a dialogic context through PACE, 4) facilitating target language comprehensibility, and 5) building a classroom discourse community. Evidence from teacher candidates’ surveys, lesson plans, and reflections confirm an increase in their evolving digital literacy, offering timely implications for technology-enhanced curriculum design. The second talk shares preliminary data on students’ perceptions of the benefits of using Hypothesis, a social annotation tool (embedded in Canvas), to strengthen the professional learning community of teacher candidates in a field course. This tool is used to facilitate collaborative learning and enhance communication skills through interactive engagement with texts (PDF and videos). It allows the TCs to annotate readings, comment on each other’s annotations, and engage in discussions directly within the text they read/watch before class discussions. The goal is to promote active reading and a deeper understanding of texts. Through social annotation, TCs can clarify doubts, share insights, and correct misunderstandings in real time, improving comprehension and retention of pedagogical concepts and their sense of belonging.

4C.  ANTON–The Tool for Language Learning, Vocabulary, and Skills in Multiple Languages for All Levels and in All Content Areas

Amy Sturgeon (Tippecanoe School Corporation, Indiana)

ANTON is a learning site for all learners at all levels in all content areas, and it has tremendous potential to be a crucial tool for language learning, vocabulary development, and skill acquisition in all content areas for our multilingual learners.  The unique needs of our multilingual learners cannot be overstated, and ANTON can help MLs of all proficiency levels in all grade levels.  ANTON can help preview, teach, reteach, and review skills and vocabulary. It can be used to practice, supplement, and assess with large groups, small groups, and individuals in areas like language arts, math, science, social studies, music, socio-emotional learning, and more! Students can complete language learning, vocabulary tasks, and skill practice in multiple languages multiple times.  Teachers can even use ANTON to determine ability level in some other languages. Tasks can be assigned or individually selected and are suitable for K-12 for all proficiency levels.  And did I mention that it’s the best free site I’ve ever found?  This session will provide you with all the details and all the instructions you need to get started with ANTON immediately!

_________________________

Session 5  11:10 CST (15 min)

5A. Grammarly: The Good, the bad, and the AI Component

Nihan Sanic (University of Illinois at Urbana-Champaign)

This is a 15-minute exploration of how AI can transform language feedback, shifting the focus from knowledge accumulation to functional language use. By empowering learners and encouraging active participation, AI can revolutionize the language classroom.

5B.  Asynchronous Video as Medium for Practicing Disagreement Styles

Melissa Huntley (University of Shimane)

This presentation explores the use of asynchronous video as a pedagogical tool to teach Japanese EFL learners culturally sensitive disagreement strategies. Building on prior research on pragmatic competence and Flip-based video interactions (Jingxin & Huntley, 2023), this research addressed the cultural hesitation of Japanese students to express disagreement, often shaped by a societal emphasis on harmony (Meyer, 2016). Participants created and responded to asynchronous videos on culturally relevant topics, enabling reflective learning and practical application in a low-pressure environment. Analysis of their responses revealed a preference for softened disagreement strategies (Rees-Miller, 2000), particularly negative politeness markers like hedging and downtoners, but highlighted a limited linguistic repertoire. Results suggest that asynchronous video fosters a safer space for learners to practice disagreement while retaining cultural sensitivity. The findings underscore the potential of asynchronous videos in pragmatic instruction, offering unique insights into how such platforms can bridge cultural and linguistic gaps. By integrating real-life examples and promoting reflective practice, this study contributes to pragmatic pedagogy and supports the development of adaptable and culturally sensitive communication skills among EFL learners.

5C. Building Trails Across the Language Formality Spectrum With Artificial Intelligence

Sasha Radford, Kseniia Mikhailova (University of Illinois at Urbana-Champaign)

Chatting with friends, meeting with a supervisor, writing academic essays, and composing business emails demand varying styles of language use, and English learners can often misunderstand or be misunderstood simply due to register changes in different scenarios. While countless programs, more recently including Artificial Intelligence (AI) tools, promise to streamline lesson planning and make teachers’ lives easier, most require registration, a paid subscription, and surmounting a significant learning curve before those benefits can be realized. This presentation instructs attendees in the use of an AI tool free of those challenges. A unique approach to guiding ELs along the formality spectrum using Goblin Tools Formalizer (goblin.tools/Formalizer) is shared, in which inputted text can be converted to a variety of language styles – more professional, technical, polite, formal, or sociable are just a few options. Text conversion can be performed in a range of strengths, signified by one to five chili peppers for “spiciness”, so users can experiment with output levels. Presenters share how the tool has been used in teaching ESL academic writing courses both in the classroom and in individual student conferences. Attendees are also guided in an example lesson using the tool to transform a contentious family dinner conversation from disastrous to diplomatic, an entertaining way to experience the full scope of the tool’s abilities. Adaptable lesson plans and worksheets are also shared. The simplicity and versatility of this AI application secures its place in the innovative language teacher’s toolbox. 

_________________________

Lunch Break  11:30 CST (45 min) 

_________________________

BUSINESS MEETING  12:20 CST (15 min)

(all welcome/encouraged to attend)

_________________________

Session 6  12:40 CST (30 min)

6A. Enhance students' proficiency with Flint AI. 

Audrey Lamou (St. George's School, Rhode Island)

In this session, I will share how I use Flint AI to enhance speaking practice in my high school French classes, providing students with meaningful and individualized pathways to improve their oral proficiency. This approach aligns with the conference theme, “Strengthening Pathways,” as it focuses on building students’ confidence and communicative competence through technology-integrated instruction. Flint AI allows students to engage in dynamic, personalized conversations in French that align with ACTFL or CEFR proficiency levels. I will demonstrate how I incorporate this tool into my curriculum, using pre-loaded vocabulary lists, cultural prompts, and rubrics to create guided practice sessions. These activities provide immediate feedback to students, helping them refine pronunciation, grammar, and fluency. Additionally, Flint allows me to support differentiated instruction by enabling students to work independently while I facilitate other classroom activities. During the session, I will provide practical examples of how I’ve used Flint AI to scaffold learning and strengthen speaking skills. I will highlight specific activities, such as conversations based on thematic vocabulary and cultural scenarios. To emphasize the impact on students, I will share feedback I’ve collected from them, showcasing how this approach has increased their engagement and confidence in speaking French.

6B. Beyond Lectures: Empowering Student-Centered Learning in the Chinese Classroom

Shanhui Chen (Wisconsin Virtual School)

This presentation introduces a flipped classroom model for high school Chinese instruction, leveraging an online course for at-home learning while focusing on interactive, student-centered activities during class time. By eliminating the need for in-class lectures, teachers can create more engaging and immersive learning experiences. We will (1) Explore the benefits of integrating online courses with in-person activities. (2) Learn strategies to boost student engagement and language proficiency and (3)  Implement the flipped classroom model with minimal preparation. This innovative approach transforms teaching by combining online learning with classroom collaboration, enhancing both student outcomes and teacher efficiency. Participants will leave with actionable strategies and resources to implement this model effectively.

6C. Beyond the Classroom: Virtual Reality as a Gateway to German Language and Culture

Haley Grubb (The Ohio State University)

This presentation explores the integration of Virtual Reality (VR) headsets in a university introductory German language classroom, focusing on immersive exploration of locations in Austria and Switzerland. In language learning, cultural context is vital, yet access to authentic locations can often be limited by geographic or logistical constraints. VR technology offers a novel solution by enabling students to virtually visit iconic sites, interact with the environment, and experience authentic cultural contexts that enhance their linguistic and cultural understanding. Through the use of VR, students can “travel” to cities like Vienna, Salzburg, and Zurich, exploring historical landmarks and city streets to engage with real-world language usage in the German-speaking landscape around them. The immersive experience allows learners to build contextual knowledge of a new environment, while also improving vocabulary acquisition through situational language practice. Additionally, the ability to explore expressions of regional dialects and the use of other languages in various settings further enriches the learning process. This presentation will include findings from a pilot study conducted in a university German language course, where students utilized VR headsets to engage with culturally significant locations in Austria and Switzerland. Preliminary results indicate that students demonstrate increased motivation, a deeper connection to the language, and improved cultural awareness. By offering a dynamic and interactive approach to language learning, VR can significantly enhance the traditional classroom environment, making language acquisition more engaging, realistic, and effective. 

_________________________

Session 7   1:15 CST (15 min)

7A. Ba bà bán bún bò bên bờ biển: Leveraging social media and phonetics software to raise Vietnamese learners’ awareness of tones

Amanda Dalola, Ky Nguyen (University of Minnesota)

This presentation highlights a tonal awareness activity featured in an open educational resource designed for heritage learners of Vietnamese that addresses the challenges of recognizing and producing tonal contrasts. Traditional approaches to raising tonal awareness often rely on descriptive names and static visualizations of pitch contours, offering limited opportunities for learners to observe tones in natural interactions or use real-time diagnostic tools to refine their tonal behavior. This activity bridges that gap by combining theoretical understanding with interactive, hands-on practice. Learners begin by exploring the concept of tone and Vietnamese’s six-tone system. They compare two tones at a time through visual pitch contours and audio recordings of contrasting word pairs. The activity then progresses to tone recognition exercises, starting with individual words and advancing to short sentences. Learners identify tones aurally and represent them in writing using appropriate accent marks. The culminating exercise in the sequence invites learners to select a Vietnamese social media reel from a curated list and analyze a chosen sentence from it using Praat (i.e. phonetic) software. Learners then examine pitch contours and compare tones across contexts, gaining insight into how tonal variation is conditioned by social and pragmatic factors. To apply their learning, learners then record themselves pronouncing the same target tones, analyze their own pitch contours, and compare them to those in the reel.

7B. Speak Freely, Think Globally: Enhancing Language Learning with CharacterAI

Nataliya Spirydovich (University of Illinois at Urbana-Champaign)

Integrating technology into language teaching is vital for fostering engagement, participation, and cultural understanding. This session explores CharacterAI, a conversational AI tool that enhances speaking practice and develops cultural intelligence through dynamic, interactive activities. By simulating real-life conversations with AI-driven characters, CharacterAI provides a supportive environment where students build confidence, improve fluency, and develop communicative competence. CharacterAI aligns with communicative language teaching principles (Richards & Rodgers, 2014), emphasizing meaningful interactions tailored to learners’ interests. Research highlights the effectiveness of role-plays, storytelling, and scenario-based conversations in promoting fluency and authentic language use (Thornbury, 2005). Additionally, its gamified, character-driven narratives reduce anxiety, making speaking practice accessible for reluctant learners. Beyond language skills, CharacterAI supports teaching cultural intelligence by enabling interactions with characters representing diverse cultural perspectives. These conversations help students practice appropriate language and behavior in cross-cultural contexts, fostering empathy and global awareness (Earley & Ang, 2003). This session will showcase practical ways to incorporate CharacterAI into lessons across diverse educational settings. By the end of the session, participants will: (1) Understand how CharacterAI supports communicative teaching strategies. (2) Gain actionable insights into designing speaking activities with CharacterAI. (3) Leave with a toolkit of sample activities and best practices.

7C. Digital Games in World Language Classrooms: Enhancing Engagement and Long-Lasting Language Experience

Favour Olaosebikan (University of Wisconsin - Madison)

Since the inception of digital games into the teaching and learning of world languages, numerous studies have highlighted their importance in fostering an engaging learning environment as well as enhancing learners’ motivation for a long-lasting language experience (Chowdhury, Dixon et al, 2024). This present study, building on previous studies, seeks to examine the impact of digital games on learners’ engagement and sustained commitment to language learning within the K-16 context. Drawing upon the motivation theory (Deci & Ryan, 2013), this study focuses on a case study of a French 102 (Second Semester French) comprising 16 learners. The research explored the use of two digital game platforms, Kahoot! and Quizizz, to facilitate language learning. At the end of that semester, feedback was collected through a questionnaire consisting of a 5-point Likert scale and five open-ended questions, to evaluate the far-reaching impact of these digital games. The findings indicated that these digital games enhanced learners’ understanding of grammatical concepts and vocabulary, exposed them to French culture and civilization, increased classroom engagement, and even inspired some students to consider studying abroad. These results validated the hypothesis that digital games serve as an effective tool for creating an enduring language learning experience in K-16. In this presentation, language educators will further gain insight into the benefits of incorporating digital games across all instructional levels, with a specific emphasis on the K-16 educational framework. Practical tips will be shared on how to implement these games for warm-ups, class activities, and activities on culture and civilization.

_________________________

Session 8  1:35 CST (30 min)

8A. Enhancing Classroom Collaboration with Padlet: A Creative Tool for Language Teaching

Stéphanie Gaillard, Katherine Kang, Trang Tran (Brown University)

Collaborative interactions in the classroom are key to promoting language learning (Donato, 1994; Swain 1998, 2000), and technology opens up many new possibilities for encouraging such interactions (Golonka et al., 2014). In this presentation, we will explore Padlet, a dynamic visual platform that can be used to encourage creativity and collaboration among students in language classrooms. After a short introduction to the basic features of Padlet, the presenters will demonstrate how they use this tool in their classes for French, Vietnamese, Korean, and Intercultural Competence. The presentation will offer insights on how attendees may utilize functions available on Padlet to maximize opportunities for classroom interaction and meet their pedagogical needs. The presentation will be done on Padlet, and attendees may access the Padlet board as a reference after the presentation.

8B. AI Made Me Do It: Students Creating Language Materials for Success

Sooyeon Lee (University of Wisconsin-Milwaukee)

Since the introduction of OpenAI's ChatGPT to the public, concerns about academic integrity and the potential for biased information have arisen. However, there are positive aspects of AI that can be utilized and facilitated in language classes. This presentation explores the integration of AI tools in a second-semester Korean class at a state university, where 30 students created learning materials using AI for their classmates and themselves. A sample prompt guided students in producing content aligned with their proficiency level. Over six weeks, students shared materials online, fostering collaborative learning. The presenter will share students' evaluations of AI’s role in their language learning, perceived benefits, and challenges based on a preliminary survey. From the instructor’s perspective, the discussion will highlight AI’s potential to enhance creativity and collaboration while addressing challenges and lessons learned. Attendees will gain practical strategies for integrating AI into foreign language education to create engaging learning environments.

8C.  Empowering Language Learning: Harnessing Podcasts for Authentic Listening Resources

Serena Powers (Arrowhead Union High School, Wisconsin)

A deep dive into the world of innovation in language teaching. This session explores how to use podcasts to create immersive listening experiences. Discover strategies for producing authentic materials that enhance language acquisition and engagement in the classroom.

_________________________

Session 9  2:10 CST (15 min)

9A. Assessing Creatively: Diversifying Projects in Spanish and Italian

Sara Villa, Caterina, Bertolotto (The New School)

"This presentation highlights innovative student projects (podcasts, visual diaries, digital storytelling, etc.) designed to replace traditional assessments, fostering greater engagement, creativity, and interactivity. By integrating performance-based tasks, these projects offer a more comprehensive and accurate way to evaluate students' learning processes. Unlike conventional methods, these assessments encourage active participation and real-world application of skills, making the learning experience more dynamic and meaningful. During the session, the presenter will showcase a variety of examples, including detailed instructions and guidelines used to structure these projects. Attendees will also gain access to rubrics tailored for evaluating both process and product, ensuring clarity and fairness in assessment. Sample student projects will be shared to illustrate how these methods work in practice, highlighting their potential to motivate students and deepen their understanding of the material. Participants will leave with ideas and resources to implement similar strategies in their own classrooms, promoting a richer, more engaging learning environment.

9B.  Lights, Camera, Language: Educating Through Mini Video Skits

Rachel Kairys (University of Wisconsin-Milwaukee)

As language education expands, instructors must find new materials to engage students, such as mini video skits. Lights, Camera, Language: Educating Through Mini Video Skits dives into the advantages of producing quick skits that can be applicable for any classroom. Examples include Spanish skits made by University of Wisconsin-Milwaukee's Language Resource Center for entry-level Spanish students. These skits, up to three minutes long, retain students' attention and interest with a new brief topic covered in each video. Through the progression of each video, storylines develop and bring in new vocabulary that is appropriate to the video's setting. By working in small chunks, students learn new content efficiently in a fun and engaging way. Videos can be based on simple storylines or can evolve into complex, dramatic plots to accommodate all stages of students' learning. Finishing each lesson with a short quiz or assignment of instructor's choice ensures students understand content and are at the proper comprehension level for their class. Creative, attention-grabbing videos give students a fun way to learn while advancing their vocabulary and application, pronunciation, and confidence in language classrooms.

9C. Unlocking Insights: The Power of Annotating in Hypothesis

Budimka Uskokovic (Ohio State University)

In the realm of academic research and collaborative learning, the tool Hypothesis has emerged as a transformative platform for annotating digital texts. This presentation delves into the multifaceted applications of Hypothesis, highlighting its pivotal role in enhancing hypothesis testing and fostering a collaborative research environment. Hypothesis allows users to annotate web pages and PDFs, facilitating a deeper engagement with content through shared insights and discussions. By enabling researchers to highlight, comment, and tag specific sections of text, Hypothesis not only aids in the meticulous examination of literature but also promotes a dynamic exchange of ideas among peers. The tool's integration with various learning management systems (LMS) and its open-source nature make it an accessible and versatile resource for educators and students alike. In hypothesis testing, Hypothesis proves invaluable by allowing researchers to systematically document their observations, hypotheses, and interpretations directly within the text. This seamless integration of annotation and analysis streamlines the research process, ensuring that critical insights are not lost and can be easily referenced and built upon.

_________________________

Session 10 2:50 CST (15 min)

10A.  Creating Pathways to Participation: Building a Classroom Community with Tech Tools

Adelia Chace (Webster University- St. Louis)

Today's higher education classrooms are increasingly diverse, with international students facing multiple challenges as they acclimate to new social lives, language barriers, and unfamiliar cultural norms (Bentley, 2008). Instructors can help students find a sense of belonging by dedicating the first ten minutes of class to creating community and building connections. As Thompson (2024) emphasizes, educators must create spaces where all students feel welcomed and encouraged to participate in the classroom community. This approach reduces barriers and helps students develop the confidence to share opinions in the target language and engage in course-related discussions, while ensuring their comfort and success beyond the classroom (Sorbet, 2022). This presentation will demonstrate how consistent community-building practices using popular free tech tools can create safe, comfortable environments where non-native English speakers can actively participate alongside their peers. Attendees will leave with a toolkit of practical activities and free tech resources they can implement immediately to create more inclusive, engaging, and fun learning environments.

10B.  ChatGPT as a Conversational Partner: Benefits and Challenges

Andriyana Baran (University of Kansas)

AI technologies are becoming an integral and unavoidable part of everyday life, and language learning is no exception. While these technologies pose challenges for educators, they also provide language learners with opportunities for additional conversational practice. This presentation examines the use of ChatGPT as a conversational partner for elementary-level Ukrainian learners. Such interactions enable students to practice in a low-pressure, adaptive environment. The presentation also proposes practical strategies for prompt engineering and explores the challenges associated with using the platform.

10C. Multimodal Literacy: Persepolis Escape Room

Paige Berg (University of Iowa)

This project investigates the benefits of integrating graphic novels into the second language classroom to develop students' multimodal literacy. Rooted in the principles of Communicative Language Teaching and Vygotsky's theory of the Zone of Proximal Development, graphic novels could be an excellent tool for language teachers to increase learner engagement with content-based, simplified lexile readings that have endless opportunity for extension and interaction with authentic language. This project culminates in an interactive digital module resource for students that can be provided to their teachers using an exemplar graphic novel, Persepolis by Marjane Satrapi, for secondary ELL populations; it has the potential to be used both formatively and summatively. Using this mixed-media content as a framework for language instruction will hopefully keep language meaning in focus while simultaneously scaffolding the language learning process in a fun way for students.

_________________________

Session 11  3:10 CST (15 min)

11A.  CANCELED - Enhancing Language Learning Through AI-Generated Songs and Podcasts: Integrating SUNO AI and NotebookLM for Multimodal Engagement

Mega Wulandari (Ohio State University)

This study looks at how SUNO AI and Notebook LM can make language learning more engaging and effective. SUNO AI is used to create personalized songs that help learners build vocabulary and improve pronunciation in a fun way. At the same time, Notebook LM generates podcasts designed to strengthen listening skills and understanding. By blending the power of music and storytelling, this approach creates an interactive and enjoyable learning experience. Early results show that these tools can boost motivation, make learning enjoyable, and encourage deeper engagement with the language.

11B. VIET - The Virtual Interactive Effective Tools with Vietnamese Language Table

ThuyAnh Nguyen (University of Michigan)

In this presentation, the Vietnamese teachers at Vietnamese Language Table would like to share how they collaborate as a global team to create a Virtual Community for Vietnamese language learners using online applications, AI tools and online materials to connect Vietnamese speakers to language and cultures of Vietnam. Abstract

11C.  Artificial Intelligence to Enhance Language Learners' Pronunciation

Ayman Elbarbary (Indiana University)

Teaching pronunciation is one of the most essential skills for language learners (Johnston 1999). Accurate pronunciation facilitates communication in the target language. Technology, especially artificial intelligence, can enhance language learners’ pronunciation. This presentation provides language instructors with guidelines for implementing technology in language classes to teach pronunciation. It also presents some examples of technologies (e.g., YouGlish) that can assist language instructors in teaching pronunciation.  Using artificial intelligence in language classes can positively impact learners’ pronunciation. The presentation also provides practical tips to create pronunciation activities (e.g., tongue twisters and minimal pairs) suitable for language learners at all levels. Finally, the presentation covers how to include pronunciation in the assessment to help learners improve effectively. At the end of the presentation, attendees will be provided with a QR code containing the most important points mentioned. Although this presentation uses Arabic as an example, the ideas and tips herein apply to all languages. 

_________________________

Session 12  3:30 CST (45 min)

12A. Panel: Emerging Technology in Language Learning: Pathways from Innovation to Implementation

Kevin Richards, Samanta Buffa, Matthew Steinhauer, Ying-Shan Wu, Mariah Hagadone-BedirName (Ohio State University)

This panel session will showcase four innovative projects funded by the Ohio State University Center for Languages, Literatures, and Cultures (CLLC) Emerging Technology Grant program. Each award-winning project leverages emerging technologies to strengthen pathways in language learning and teaching. Aligned with the conference theme "Strengthening Pathways," these projects highlight practical approaches to integrating technology in the classroom to promote effective language instruction and engagement. The session will consist of four  presentations followed by a moderated Q&A, offering attendees actionable insights into incorporating these technologies into their own teaching practices. Projects range from virtual reality immersive language learning to gamified grammar instruction and AI-driven adaptive learning tools, all of which address key pathways in K-16 education, study abroad, and lifelong learning.

12B. Collaborative Articulation and Assessment Project at The Ohio State University

Rebecca Bias (Ohio State University)

This session will explore the Collaborative Articulation and Assessment Project (CAAP), a early assessment program designed to ease the transition between high school and college language learning. CAAP provides early assessment for high school students in Spanish, French, German, and Chinese. Recently, it has expanded to include all states in the Central States organization, offering a wealth of practice exams that can be integrated into language learning pathways for grades 9-16. Participants will learn how to access and utilize the 150+ free practice exams on the CAAP website. These exams cover listening, speaking, reading, and writing skills. We will also share practical tips for incorporating CAAP resources into daily lessons, student presentations, and ungraded practice, including using AI tools along with CAAP resources to build innovative and interactive content. The session will also highlight the automatic grading features for listening and reading exams, discussing the benefits of immediate feedback and data-driven instruction. Attendees will explore how CAAP practice exams can be used to gather High Quality Student Data. We will also go over the other resources CAAP offers, such as visits to Ohio State's language building, virtual sessions for students on intercultural competence and careers in languages, and a monthly email newsletter featuring language tech tips and other language learning and teaching resources. By the end of this session, participants will have practical strategies to strengthen language learning pathways and enhance student proficiency.

_________________________

Wrap Up  4:20 CST (15 min)