MWALLT 2026 Conference Program and Abstracts

The conference will be conducted virtually via Zoom streams available from three host institutions.
Zoom links will be shared with registered attendees shortly before the conference begins. 

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

	Stream A Host: University of Wisconsin-Milwaukee	Stream B Host: Indiana University, Bloomington	Stream C Host: Northwestern University
Welcome 9:00 CST	Conference Welcome MWALLT Board
Session 1 9:15 CST (15 min)	Using AI tools to support students' listening and speaking Wenying Zhou (Michigan State University)	Everyone Speaks: Informal Lesson Plan without Volunteering Nihan Sanic (University of Illinois Urbana-Champaign)	Motivating Students’ EFF Learning in Higher Education with GenAI: A Systematic Review of Empirical Studies Xiaomei Wang (Indiana University)
Session 2 9:35 CST (30 min)	AI-Mediated Telecollaboration in Primary Education: Multimodal Task Design, Intercultural Learning, and Emerging Digital Literacies Melinda Dooly, Maria Mont Algamasilla (Universitat Autònoma de Barcelona)	AI-Driven Automated Writing Assessment for Korean Language instruction: A Cross-Institutional Initiative Weejeong Jeong, Juyeon Chung, Joungmok Lee, Sora Kim (Indiana University Bloomington)	Homegrown Bilingualism: Cultivating sociolinguistic awareness in a place-based open pedagogy project Andie Faber (Kansas State University)
Session 3 10:10 CST (15 min)	Make Everything Interactive with Genially Shannon Quinn (Michigan State University)	Turning One into Many: Interactive Dialogue Strategy for Solo LCTL Learner Nazia Masood (Indiana University Bloomington)	Designing AI-Supported Multimodal Vocabulary Practice Beyond the Classroom Juyeon Chung (University of Virginia)
Plenary 10:30 CST (45 min)	The Case for Connection and Collaboration: Language Centers Fostering Effective Partnerships Dianna Murphy (University of Wisconsin–Madison) Caitlin Cornell Emily Heidrich Uebel (Michigan State University) Julie Evershed (University of Michigan)
Plenary Breakouts 11:15 CST (20 min)	PLENARY Break-out room discussion
Plenary Q&A 11:35 CST (20 min)	PLENARY Panel Q&A
12:00 CST (45 min)	LUNCH BREAK
12:45 CST (15 min)			MWALLT Business Meeting (all are welcome/encouraged to attend)
Session 4 1:05 CST (30 min)	El jardín del lenguaje: Interconnecting Universities Through Open Educational Resources Fernando Castro Ortiz, Marta Agüero Guerra (Northwestern University), Giovanni Zimotti (University of Iowa)	Breaking the Fourth Wall: How VR Escape Rooms Enhance Language Learning Samanta Buffa (The Ohio State University)	From Back Stage to Center Stage: Turning Instructional Support Needs into Student Wins Amanda Dalola, Saena Dozier (University of Minnesota)
Session 5 1:40 CST (15 min)	Language Center Project Management: The Case for Using Asana Caitlin Cornell, Emily Heidrich Uebel  (Michigan State University)	Publish Your Ideas in The FLTMAG Shannon Quinn (IALLT)	Seeing Language in Action: Using YouGlish for Language Instruction Becca Clark (University of Iowa)
Session 6  2:00 CST (30 min)	Building an AI-Enhanced Personalized Learning Environment: A Lifelong Language Learner’s Journey from Sessions to Agents Xiaojing Kou (Indiana University)	From Pedagogy to Prototype: Professional Skill Development Through a Language & Computer Science Collaboration Rebecca H. Bias, Kevin Richards, Cal King, Md Ulfat Tahsin, and Janice M. Aski (The Ohio State University)	Starting a "cloud class": Implementing an affordable and adaptable Spanish linguistics course Elizabeth Enkin (University of Nebraska-Lincoln)
Session 7  2:35 CST (15 min)	Customized AI Chatbots to Support Writing and Speaking Sara Villa (The New School University)	WriteWise: Enhancing Writing Evaluation and Feedback with AI and Proficiency Frameworks (ACTFL–ILR–CEFR) Attia Youseif (Indiana University)	AI-Supported Script Revision for Video Projects in Third-Year Japanese Tomomi Kakegawa (University of Wisconsin-Eau Claire)
2:50 CST (15 min)	BREAK
Session 8 3:10 CST (30 min)	Beyond the Credits: Using Micro-credentials to Boost Student Engagement and Specialization Sharon Stout, Avery Hill, Stephanie Knight (LingroLearning)	From Prompt to Proficiency: Designing AI-Supported Language Tasks Across Modalities and Learning Spaces Issam Albdairat (Indiana University Bloomington)	Building Worlds for Language Learning: Designing AI-Avatar NPCs in Meta Horizon Worlds Kevin Richards (The Ohio State University)
Session 9 3:45 CST (15 min)	The Humanlike Virtual Other: Immersive Conversational AI in Language Learning Ogulcan Durmaz (University of Illinois at Urbana-Champaign)	Resources for Oral Communication Sean Patrick Palmer (LaGuardia Community College)	Putting UDL Principles into Practice: Using AI to Design Accessible Language Courses Ayman Elbarbary (Indiana University)
Session 10 4:05 CST (15 min)	Finishing Strong: End-of-Semester Activities that Bridge Learning and Reflection Adelia Chace (Webster University)	From algorithm-driven language learning to digital agency: facilitating lifelong oral skills development Beatrix Burghardt (Indiana University Bloomington)	AI Tools for Novice Learners: Strategies from a Beginner's Perspective Sarab Al Ani (Yale University)
Session 11 4:25 CST (30 min)	ANTON: A FREE Tool to Improve World Language Learning Amy Sturgeon (Tippecanoe School Corporation)	Bridging Language-Training Gaps with CanAvenue: Free, Flexible, Independent English Practice Sepideh Alavi (New Language Solutions)	Cynics' Approach to a Longitudinal Experiment on Chat GPT-Assisted Writing Skills Melissa Huntley, James Thomas (University of Shimane)
5:00 CST (15 min)	WRAP UP Conference Evaluation MWALLT

*** Session Abstracts ***

A. Welcome  9:00 CST (10 min)

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Session 1  9:15 CST (15 min)

1A. Using AI tools to support students' listening and speaking

Wenying Zhou (Michigan State University)

Listening and speaking are two important skills to develop for language learners. AI offers a transformative solution to the development of the two skills. This presentation will showcase several specific applications of AI tools in foreign language teaching and learning, including: (1) conversational AI tools that use speech recognition to engage students in unscripted dialogues and provide instant, corrective feedback on pronunciation and grammar; and (2) adaptive audio creators with AI-generated voices that teachers can use to create authentic and interactive listening materials. Attendees will leave with a clear understanding of how to leverage these technologies to create a more dynamic and student-centered learning ecosystem. The session will balance pedagogical rationale with hands-on demonstration, highlighting how AI tools can supplement instruction, increase student talk time, and build learner confidence. 

1B. Everyone Speaks: Informal Lesson Plan Without Volunteering

Nihan Sanic (University of Illinois Urbana-Champaign)

This session describes a 40-minute lesson that will make everyone in class speak up and meet someone new. Activities within lesson plan may be picked to use in different classes. Lesson model can be kept and the information within can change depending on unit. Speaking practice: student-student & student-class. Example plan is on “fashion through decades.”
Best used towards the end of a unit; it starts with a warmup discussion on topic of the unit. Vocabulary is reintroduced, then we pair students with special cards created for this lesson plan. First activity: role playing “tailor” and “client”; pairs get situations. Client asks tailor for a dress suitable for occasion and clients speak to class about their imagined creation. Teacher writes important vocabulary on whiteboard. Activity 2: never out of style; pictures given to pairs; they find the decade based on fashion. “client” speaks; explains how they came up with answer to whole class. Note: the lesson plan, the PowerPoint, the pairing tool, and the situations will be made into a website for easy access.

1C. Motivating Students’ EFF Learning in Higher Education with GenAI: A Systematic Review of Empirical Studies

Xiaomei Wang (Indiana University)

As universities worldwide adopt GenAI tools, there is an increasing concern about their impact on students’ motivation, which is an important indicator of students’ academic success.This systematic review addresses existing gaps in the literature by systematically reviewing empirical research on the use of GenAI in EFL learning contexts in higher education. Specifically, it synthesizes evidence on the types of GenAI tools that have been empirically examined, the motivational theories and frameworks underpinning this line of research, and the motivational outcomes investigated among EFL learners. In addition, the review evaluates how the use of GenAI influences learners’ motivation and identifies the pedagogical, technological, and ethical factors that facilitate or constrain its effective implementation. By integrating findings across studies, this review contributes to the current knowledge base by clarifying the motivational affordances of GenAI, assessing its documented impacts on EFL learners’ motivation, and highlighting practical challenges encountered in educational practice. Furthermore, the study offers evidence-based implications and recommendations for learners, educators, policymakers, and technology developers regarding the effective and responsible use of GenAI to enhance EFL learning motivation and support improvements in language education quality.

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Session 2  9:35 CST (30 min)

2A. AI-Mediated Telecollaboration in Primary Education: Multimodal Task Design, Intercultural Learning, and Emerging Digital Literacies

Melinda Dooly (Universitat Autònoma de Barcelona)
Maria Mont Algamasilla (Universitat Autònoma de Barcelona)

This presentation reports on The Young Activists’ Adventure, a three-month AI-enhanced telecollaborative project connecting 4th-grade learners in Spain with primary students in Abuja, Nigeria. Grounded in relational interculturality (Liddicoat, 2024) and dialogic co-construction of knowledge (Mercer, 2000; Dooly, 2023), the project engaged students in investigating SDG 6 (Clean Water and Sanitation) through multimodal tasks, synchronous encounters, and collaborative campaign creation. Using a customised child-safe ChatGPT interface, learners generated and refined questions, analysed partner school data, drafted scripts and slogans, and designed multimodal outputs such as logos, videos, as part of a water conservation awareness campaign. Interaction data reveal AI supported language production, idea elaboration, and iterative drafting, while also serving as a site for developing prompt literacy and critical AI awareness. In parallel, the telecollaborative element of the project fostered emergent cultural sensibilities, stereotype disruption, and increased student agency as children compared local and global water issues and jointly authored action-focused messages. Survey results indicate gains in teamwork, geography knowledge, intercultural communication, digital competences and confidence using English with international peers. The presentation offers a replicable framework for K–12 educators seeking to integrate AI into telecollaboration, emphasising ethical use, equitable participation, multimodal task design, and strategies for balancing AI assistance with learner creativity and autonomy. Participants will hear about: 1) Designing AI-supported multimodal tasks that build language skills, digital literacies, and content knowledge through telecollaborative projects; 2) Ideas on how to use AI safely and appropriately with young learners, including how to teach prompt-writing basics, identify AI bias, and reinforce ethical, responsible use; 3) Facilitating effective telecollaboration by setting structured roles, guiding dialogue, and providing intercultural scaffolding to ensure all students participate equitably.

2B. AI-Driven Automated Writing Assessment for Korean Language instruction: A Cross-Institutional Initiative

Weejeong Jeong (Indiana University Bloomington)
Juyeon Chung (University of Virginia)
Joungmok Lee (Indiana University Bloomington)
Sora Kim (University of Iowa)

This ongoing cross-institutional project develops an automated essay assessment (AEA) tool that leverages AI to evaluate Korean language learners’ writings. Writing proficiency is essential for learners to interact with academic content and construct coherent arguments. Therefore, effective instruction and assessment of writing are critical components of foreign language education. From an instructor perspective, grading writings and providing detailed feedback are often time-consuming and subject to inconsistency. Recent advances of AI technology, however, enable the delivery of immediate qualitative and quantitative feedback on learners’ writings while also reducing instructors’ workload (Fleckenstein, Liebenow, & Meyer, 2023).  This proposed AEA tool integrates API-based access to multiple ChatGPT models to assess learners’ writings. These writings are evaluated by the AI agent based on the four predefined criteria- Content, language control, language use, and mechanics. These criteria were adapted from the Test of Proficiency in Korean (TOPIK) and the ACTFL Writing Proficiency Guidelines. In addition to scoring, this tool provides individualized feedback highlighting strengths and areas for improvement of a writing. Preliminary testing examined the consistency of AI-generated scores across multiple model versions. This project offers pedagogically meaningful insights for foreign language instructors in language education. During this presentation, attendees will gain a comprehensive understanding of the process of the AEA tool development, using API integration. They will also explore how this AEA tool evaluates an essay through a detailed demonstration of the assessment in action.

2C. Homegrown Bilingualism: Cultivating sociolinguistic awareness in a place-based open pedagogy project

Andie Faber (Kansas State University)

With well over 200,000 Spanish-speaking residents in Kansas, university students benefit from exploring the language through place-based learning. The proposed session will showcase an open pedagogy project where students in an advanced seminar about bilingualism conduct interviews with Spanish-English bilingual professionals throughout the state, gaining insight into regional sociolinguistic issues in professional environments. Students analyze interview data to make connections between interviewees experiences and class concepts, then create an open-pedagogy project to contribute to an in-house designed OER, El español en mi entorno (Spanish in my environment). The OER contextualizes Spanish within Kansas communities through historical and contemporary case studies that encourage learners to consider Spanish beyond the classroom. By connecting language learning to students’ geographic, social, and professional contexts, the project promotes engagement, raises critical sociolinguistic awareness, and prepares students for the realities of the multilingual workforce in Kansas and beyond. Students in the seminar choose topics related to their future career goals, tackling issues such as language brokering, teaching math to multilingual learners, and empowering linguistic decisions in multilingual psychotherapy contexts. The design of the project promotes autonomy, competence, and relatedness, three basic psychological needs identified as being crucial to motivation, which consistently correlates with successful language learning outcomes. This presentation will highlight the design, implementation, and outcomes of this project, offering a model for integrating community-based inquiry, sociolinguistic reflection, and an open pedagogy approach to enrich students’ experiences, build a more holistic university Spanish program, and promote civic engagement and professional preparedness through world language education. 

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Session 3   10:10 CST (15 min)

3A. Make Everything Interactive with Genially

Shannon Quinn (Michigan State University)

This presentation will give a brief overview of the tool Genially and its potential for developing language learning curriculum, showcasing examples of many of the different activity types that Genially offers, such as interactive images, infographics, and games. The presentation will offer a quick how-to to help people get started, as well as an overview of the varying plans that are available and some points of comparison to other available tools like H5P and Canva.

3B. Turning One into Many: Interactive Dialogue Strategy for Solo LCTL Learner

Nazia Masood (Indiana University, Bloomington)

Teaching a less commonly taught language (LCTL) to a single learner presents both challenges and learning opportunities, even for a student with no prior background or learning experience in the target language. When there is only one student in the classroom, the instructor becomes the learner’s primary linguistic model and a partner for communication. This 15-minute presentation demonstrates how a structured model dialogue, based on the I do-we do-you framework, can provide interactive learning opportunities for a single student. The presentation begins by shedding light on the importance of model dialogue in a single-student classroom. The model presents essential scaffolding, a clear linguistic target and discourse pattern, and exposes the student to an authentic rhythm. The presentation further walks participants through the gradual release sequence. In the “I do” phrase, the teacher presents a short dialogue, and the student listens carefully. In the following phrase, “we do,” the instructor and the student exchange dialogue and take turns in their roles. In the last phrase, “you do,” the learner performs independently. This activity can also be used to recycle previously used vocabulary in various contexts. 

3C. Designing AI-Supported Multimodal Vocabulary Practice Beyond the Classroom

Juyeon Chung (University of Virginia)

This presentation describes the design, implementation, and iterative refinement of an AI-supported multimodal vocabulary and writing activity used in university-level Korean language courses. The project was piloted in Fall 2025 as an out-of-class assignment in which students learned how to use generative AI tools to check Korean sentences, generate images, and create audio files, and then submitted their work through an instructor-designed online platform. Rather than focusing on unrestricted AI use, the activity emphasized student-generated language production and guided interaction with AI-supported multimodal resources. Submitted student work was displayed on a shared platform, allowing classmates to view and learn from one another’s sentences, images, and audio, supporting collaborative and comparative learning outside of class time. Participation in the pilot was voluntary, but all students engaged with the activity through peer viewing and post-project survey responses. Student survey results indicated that writing one’s own Korean sentences was perceived as the most helpful component, while AI-generated images and audio were viewed as supportive but secondary. These findings informed revisions to the project design. In a subsequent iteration planned for a second-year heritage Korean course, the activity will require students to produce multiple sentences using target vocabulary and grammar points and will be more explicitly connected to lesson-based writing assessments. The presentation focuses on instructional workflow, design decisions, and practical considerations for sustainability, assessment alignment, and collaborative learning, offering a transferable model for instructor-mediated use of AI in language learning.

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Plenary   10:30 CST (90 min)

The Case for Connection and Collaboration: Language Centers Fostering Effective Partnerships

Dianna Murphy (University of Wisconsin–Madison)
Caitlin Cornell (Michigan State University)
Julie Evershed (University of Michigan)
Emily Heidrich Uebel (Michigan State University)

Given the many priorities and limited resources in university language centers, it can feel more difficult than ever to justify spending time on collaborative projects and forging forward-looking partnerships. In this session, the panelists will discuss not only the rewarding partnerships and productive research that they have forged together, but also describe the day-to-day realities and challenges that may occur in such collaborative efforts. We will demonstrate the case for university support of the vital work in language centers and show how the unique roles of language center personnel support the university’s involvement in future-oriented and long-term projects to support language education and research. Panelists will share insights from previous collaborations among Big Ten language centers, such as the 2024 Big Ten Academic Alliance Language Education Summit, the Language Collaboratory professional learning series, research projects like undergraduate language surveys and Big Ten language requirement benchmarking, and the newly formed Big Ten Language Center Alliance. Attendees will be challenged to examine their own opportunities for collaboration and partnerships and can use the insights shared by the panelists to more thoughtfully approach their own partnership work.

P2: Break-out discussions (11:15-11:35)

Following the panel presentation, continue the conversation in smaller break-out sessions. Take the opportunity to introduce yourselves and share ideas.

P3. Panel Q&A (11:35-11:55)

Following the breakout session, the panel will be available for final questions, answers, and discussion that include all attendees.

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Lunch Break  12:00 CST (45 min) 

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BUSINESS MEETING  12:45 CST (15 min)

(all welcome/encouraged to attend to review and discuss MWALLT operations summary, and future plans)

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Session 4   1:05 CST (30 min)

4A. El jardín del lenguaje: Interconnecting Universities Through Open Educational Resources

Fernando Castro Ortiz (Northwestern University)
Giovanni Zimotti (University of Iowa)
Marta Agüero Guerra (Northwestern University)

The use of Open Educational Resources (OER) transforms language learning by removing financial barriers, expanding access, and enabling personalized content tailored to students’ needs. Jardín del lenguaje, a collaborative OER textbook for Intermediate Spanish, exemplifies this transformation. Adapted from Salón de Clase, a Spanish for specific purposes textbook, it brings together 15 authors and collaborators from universities across the U.S. through a technology-driven editorial process. The first part of our presentation will explore the digital tools that enabled collaboration among multiple contributors, as well as the pedagogical principles guiding the textbook’s design. Next, we will talk about the first-hand experience of two of the authors creating one of the lessons, highlighting the creative process and strategies for maintaining consistency across chapters. We will conclude by sharing key lessons learned and outlining our vision for scaling OER adoption in language programs, emphasizing the role of technology in fostering collaboration and accessibility.

4B. Breaking the Fourth Wall: How VR Escape Rooms Enhance Language Learning

Matthew Steinhauer (Ohio State University)

This presentation reports on a study conducted in Fall 2024 among undergraduate students enrolled in an elementary-level Italian course. The study explores the potential of Virtual Reality (VR) to enhance language learning by comparing traditional face-to-face (F2F) instruction with immersive VR instruction. A mixed-methods approach was employed with 40 participants divided into control and experimental groups. Grounded in Technology-Mediated Task-Based Language Teaching (TBLT), escape rooms were designed to practice the informal imperative through collaborative problem-solving. The experimental group used Meta Quest 3 headsets to navigate custom-built virtual environments, while the control group engaged with paper-based materials and in-class tasks. Quantitative data were collected through pre-tests, post-tests, and delayed post-tests to measure grammar acquisition, oral production, and written accuracy. Audio recordings captured participants’ oral output for further analysis. Additionally, qualitative data from surveys and interviews explored student perceptions of engagement, motivation, and the usability of VR compared to traditional methods. The presentation will include an overview of VR in language learning, a description of the intervention design, and a summary of the research procedures. Findings on memory, recall, oral production, and student perceptions will be discussed, highlighting the pedagogical affordances of immersive environments in fostering meaningful language use.

4C. From Back Stage to Center Stage: Turning Instructional Support Needs into Student Wins

Amanda Dalola (University of Minnesota)
Saena Dozier (University of Minnesota)

LGTT 3993: Directed Language Learning with Technology is a variable-credit (1-3) directed study course housed in a university Language Center that embeds an undergraduate student facilitator into hybrid language courses delivered through a cross-institutional course-sharing consortium. Designed to support hybrid instruction in less commonly taught languages, the course integrates technology mediation, pedagogical reflection, and experiential learning to address persistent challenges of equity, engagement, and instructional continuity across modalities.
This session presents a comparative case study of two instructor-student facilitator pairings implemented in Fall 2025: one high-touch, 3-credit model and one lighter-touch, 1-credit model. Drawing on instructor interviews, facilitator artifacts, and course documentation, we examine how role design and instructional context shaped the facilitator’s contributions to technology management, student engagement, and equitable participation for in-person and remote learners. Across both cases, student facilitators played a critical mediating role: managing Zoom logistics, supporting breakout-room interaction, maintaining shared “third spaces” through digital whiteboards and collaborative documents, and troubleshooting in real time to preserve limited instructional minutes. Differences between the cases illuminate how facilitator presence and task integration influence instructor confidence, student visibility, and the overall manageability of hybrid classes. The session foregrounds practical insights, offering a grounded comparison of two viable implementations of a single model of instructional support. Findings suggest that Language Center–coordinated, credit-bearing facilitation can easily function as a scalable, equity-oriented intervention for hybrid language instruction, particularly in contexts where support staff in language departments is diminished and instructors must teach across institutions and modalities in order to meet course minima. 

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Session 5  1:40 CST (15 min)

5A. Language Center Project Management: The Case for Using Asana

Caitlin Cornell (Michigan State University)
Emily Heidrich Uebel (Michigan State University)

Learn about how one university language center has leveraged the project and task management platform Asana to keep their work on track. Personnel from Michigan State University’s Center for Language Teaching Advancement (https://celta.msu.edu/) have been using Asana since 2020. We have found it helpful for communicating about and delegating tasks to our team (including student employees), maintaining pace and progress for ongoing work, and mapping out future projects and tasks on the horizon. Presenters will contextualize their roles and the tasks associated with their work; discuss the importance of explicit and communicative mentoring for Asana users; highlight how Asana use necessarily mirrors unit values, policies, and procedures; describe prominent components of the application; share how the free version of Asana has scaffolded their productivity; and demonstrate some of the most helpful features they have experienced in their five years of using the platform. Participants will be able to come away with tips and tricks that could get them started immediately on effectively using this free software.

5B. Publish Your Ideas in The FLTMAG

Shannon Quinn (IALLT)

In this session, you will learn what you need to know to publish your ideas in The FLTMAG, the International Association for Language Learning Technology’s online journal. The FLTMAG is a quarterly practice-oriented online publication dedicated to the field of language technology founded in July 2012. In summer 2018, The FLTMAG became an IALLT publication. We include articles, interviews (videos comprising the IALLT Interview Project and printed), tech highlights, book reviews, “5 Takeaways” pieces, and conference reports. Our goal is to provide useful and practical information about technology integration in the classroom such as emerging technologies, interesting books, classroom projects, institutional initiatives, conferences and symposiums and language centers worldwide. We encourage everyone to consider publishing, including faculty, staff, graduate students, K-12 teachers, and members of any industries relevant to language learning and technology. Members of the editorial board will share information about The FLTMAG’s publishing schedule, what kinds of pieces can be contributed, and the details of how to submit. Ideas and topics for the IALLT Interview Project will also be discussed. In the Q&A, attendees are free to ask questions and share ideas about The FLTMAG.

5C. Seeing Language in Action: Using YouGlish for Language Instruction

Becca Clark (University of Iowa)

This presentation demonstrates the use of YouGlish in language classrooms as a tool for contextualized vocabulary instruction. Instead of presenting vocabulary in isolation, students analyze authentic video examples to observe how target words and phrases are used by multiple speakers across diverse contexts. With support for 24 languages, this YouGlish activity is adaptable across a wide range of instructional settings. 

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Session 6  2:00 CST (30 min)

6A. Building an AI-Enhanced Personalized Learning Environment: A Lifelong Language Learner’s Journey from Sessions to Agents

Xiaojing Kou (Indiana University Bloomington)

Personalized Learning Environments (PLEs) have long been proposed as learner-controlled ecosystems that integrate tools, resources, and practices to support self-directed learning. While theoretically powerful, PLEs have proven difficult to implement in practice due to fragmentation across tools, high demands on learner metacognition, and the lack of integrative support for reflection and continuity. This presentation argues that recent advances in generative AI offer new possibilities for realizing PLEs. Drawing on my experience as an instructional designer, former language teacher, and advanced life-long language learner, I reflect on how I have gradually turned ChatGPT into an AI-mediated PLE through deliberate design choices rather than ad-hoc prompting. I describe an evolution from sustained, purpose-driven conversational sessions to “projects” (features added to the Plus account) as the base for organization that preserves context and learning goals, and toward emerging use of custom AI agents. Central to this process is user-driven context engineering, in which I deliberately structure interaction history, goals, and norms across sessions, projects, and agents to support self-regulated language learning. The context I have carefully engineered turns into a gradually built personal knowledge base and learning path. I also demonstrate how generative AI can support meta-learning by synthesizing and reprocessing interactional and collaborative histories with AI to surface recurring questions, persistent challenges, and priority areas as a way of reflective review. Rather than positioning AI as an answer generator, the presentation foregrounds learner expertise and design literacy as the drivers of personalization.

6B. From Pedagogy to Prototype: Professional Skill Development Through a Language & Computer Science Collaboration

Rebecca H. Bias (The Ohio State University)
Kevin Richards (The Ohio State University)
Cal King (The Ohio State University)
Md Ulfat Tahsin (The Ohio State University)
Janice M. Aski (The Ohio State University)

At the Ohio State University, experts in language pedagogy and computer science teamed up to host the first undergraduate World Language Appathon. One language student was paired with two computer science students to develop a prototype of an interactive language-learning app using VR technology for the META Quest headset. The language students received training in pedagogical concepts related to activity development, such as culturally authentic contextualization and task-based, meaningful, and purposeful interactions. The​ CS students were trained in the programming and technical aspects of Virtual Reality application development. Throughout the Appathon, data were collected on participants’ self-reported skill development, activity participation patterns, difficulty ratings for VR development concepts, and reflections on the interdisciplinary collaboration process. In this presentation, we will describe the nature of the collaboration, display examples of students’ apps, discuss the results of our study, as well as lessons learned and plans to enhance and grow the program.

6C. Starting a "cloud class": Implementing an affordable and adaptable Spanish linguistics course

Elizabeth Enkin (University of Nebraska-Lincoln)

As part of the Affordable Access/Open Nebraska initiative, educators at UNL can choose to make their courses more inclusive by designating them as having low-cost or no-cost materials. By 2022, instructors were also asked to develop instructional continuity plans for in-person class cancelations. As I had been teaching my 300-level Introduction to Spanish Linguistics course with teacher-created materials for about a decade, I decided to designate this course as “no cost,” and developed it further into a “cloud-based” class. The cloud class idea originated from teaching this course via web-conferencing during the pandemic, where I reimagined the class as an activity-centered experience, which was more compatible for Zoom. By using the chat feature, I was able to share links with everyone to activities on Google Workspace apps, and this inspired me to create a cloud class when we were back in-person. I define a cloud class as a digital/paperless experience, both inside and outside the classroom, which relies on cloud-based apps. I will outline the design of my cloud class and will focus on three elements that can be done with relative ease as alternatives to their more traditional counterparts: (i) a liquid syllabus, (ii) digital class boards, and (iii) metaverse office hours. For me, my adaptable design has helped keep class sessions and student work more organized, and learning more approachable. Under IRB approval, I also collected data from my students for six semesters, which showed benefits related to availability and accessibility, learner engagement, and course collaboration and approachability.

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Session 7   2:35 CST (15 min)

7A. Customized AI Chatbots to Support Writing and Speaking

Sara Villa (The New School University)

As artificial intelligence becomes increasingly embedded in educational and professional contexts, language educators face an urgent need to move beyond avoidance or prohibition toward pedagogically grounded integration. This presentation explores how customized AI chatbots can be intentionally designed to support writing and speaking development in Italian and Spanish at the introductory and intermediate levels, while fostering AI literacy and learner agency.
Rather than positioning AI as a shortcut or a threat to language acquisition, chatbots can be employed as process-oriented learning partners ideal for differentiated instruction and for all kind of learning modalities. Through carefully crafted prompts, constraints, high and low priority error detection strategies, and scaffolding, students engage with AI to brainstorm, draft, revise, rehearse, and reflect on language use as well as on their learning experience through AI chatbots. 
This presentation presents classroom practices that connect language learning to academic transitions, technology-supported assessment, and lifelong learning skills. Practical examples will demonstrate how instructors can use chatbots to support students’ writing, structured speaking practice, and low-stakes formative assessment without replacing human feedback.
Participants will leave with ready-to-use chatbot task models for Italian and Spanish, prompt design strategies, and guidelines for evaluating AI-supported student work. By emphasizing dialogue over detection and augmentation over automation, this session offers instructors actionable ways to integrate AI ethically and effectively while strengthening students’ linguistic confidence, fluency, and long-term workforce-relevant skills.

7B. WriteWise: Enhancing Writing Evaluation and Feedback with AI and Proficiency Frameworks (ACTFL–ILR–CEFR)

Attia Youseif (Indiana University)

WriteWise: Enhancing Writing Evaluation and Feedback with AI and Proficiency Frameworks (ACTFL–ILR–CEFR)
This presentation introduces WriteWise, a GPT-based tool designed to support K–16 world language educators in evaluating student writing through recognized proficiency frameworks, including ACTFL, ILR, and CEFR. As language programs seek practical and equitable pathways for assessing written proficiency, WriteWise offers a pedagogically grounded solution that enhances instructor feedback while supporting learner development. WriteWise addresses persistent challenges in writing evaluation: inconsistency across proficiency levels, limited instructional time, and difficulty aligning classroom feedback with national proficiency descriptors. By integrating AI-supported analysis with proficiency-based rubrics, the tool generates clear, constructive feedback that helps educators identify patterns in learner performance and guide students toward the next proficiency band. While designed primarily for K–12 educators, WriteWise also serves higher education contexts by supporting placement decisions, course articulation, and program-level assessment initiatives.
During this session, participants will explore how WriteWise analyzes student writing samples through framework-specific performance indicators, produces actionable feedback aligned with classroom goals, and supports diverse learners across multiple contexts—including tutoring centers, writing labs, and dual enrollment programs. The tool also integrates with existing learning pathways through ePortfolios, micro-credentials, and study-abroad preparation. The presentation emphasizes practical application through hands-on demonstrations and ready-to-implement strategies that instructors can use immediately to strengthen writing instruction and program alignment. Attendees will leave with concrete models for incorporating AI-supported writing evaluation into their courses while maintaining pedagogical integrity and learner-centered practice. Preliminary feedback from early adopters suggests WriteWise offers promising potential for improving both assessment consistency and student outcomes.

7C. AI-Supported Script Revision for Video Projects in Third-Year Japanese

Tomomi Kakegawa (University of Wisconsin-Eau Claire)

Video projects are a common presentational task in intermediate language courses, yet script revision often poses challenges for both students and instructors. Students may struggle to revise beyond surface-level corrections, while instructor feedback alone can be time-intensive and difficult to scale. This Lightning Praxis presentation introduces a redesigned video project workflow from a third-year Japanese course that integrates AI tools as a scaffold for script revision. The session focuses on how AI was incorporated before instructor feedback to support iterative drafting, self-checking, and learner agency. Rather than replacing instructor input, AI was positioned as a mediating tool to help students notice grammatical issues, adjust register, and improve clarity within proficiency-appropriate constraints. The redesigned workflow shifts responsibility for revision toward students while allowing instructors to focus feedback on higher-level communicative and discourse concerns. The presentation briefly contrasts the original project design (instructor-centered script correction) with the revised AI-supported model, highlighting changes in task instructions, revision stages, and the division of labor among students, AI tools, and the instructor. Sample assignment language, AI prompt templates, and a visual revision workflow are shared.

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Afternoon Break  2:55 CST (15 min) 

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Session 8  3:10 CST (30 min)

8A. Beyond the Credits: Using Micro-credentials to Boost Student Engagement and Specialization

Sharon Stout (LingroLearning)
Avery Hill (LingroLearning)
Stephanie Knight (LingroLearning)

In higher education, the challenge of maintaining student motivation in language programs requires a flexible approach to the curriculum. This session introduces a model for micro-credentials designed as "add-ons" to traditional university courses. By offering these targeted credentials, departments can cater to both the professional ambitions and the personal passions of their students. This framework allows students to supplement their core studies with specialized modules. These range from career-focused credentials, like "Spanish for Healthcare," to interest-driven cultural lessons designed for personal enrichment. We will showcase a prototype micro-credential developed for French students preparing for study abroad. This pilot demonstrates how "just-in-time" learning can increase student confidence and excitement before an immersive experience. Key discussion points include: (1.) Diverse Engagement: Using micro-credentials to tap into students' niche interests; (2.) Low-Stakes Specialization: Allowing students to experiment with specialized topics without the commitment of a full semester-long course; (3.) Seamless Integration: These add-ons enhance the value of existing language offerings rather than competing with them. Attendees will learn how to use these credentials to increase student retention, encourage deeper exploration, and provide a more personalized, modern language-learning journey.

8B. From Prompt to Proficiency: Designing AI-Supported Language Tasks Across Modalities and Learning Spaces

Issam Albdairat (Indiana University Bloomington)

As artificial intelligence tools become increasingly visible in language education, instructors face the challenge of integrating AI in ways that support learning while maintaining pedagogical integrity, accessibility, and meaningful assessment. This 30-minute Deep Dive presents a practical, pedagogy-first approach to designing AI-supported language tasks that bridge modalities, learner intelligences, and instructional spaces. Grounded in current language pedagogy and Universal Design for Learning (UDL), the session demonstrates how AI tools such as conversational chatbots, speech recognition, and automated feedback systems can be intentionally embedded within scaffolded task sequences. Rather than replacing instruction or evaluation, AI is positioned as a supportive scaffold that enhances speaking, writing, and reflective practices under instructor guidance. Participants will explore concrete examples of AI-supported tasks that connect pre-task preparation, guided interaction, and post-task feedback across classrooms, language labs, tutoring centers, and independent learning environments. The session also addresses assessment strategies that preserve academic integrity, promote metalinguistic awareness, and clarify the respective roles of AI and the instructor. Attention will be given to accessibility and ethical considerations, with examples illustrating how multimodal task design can support diverse learners across K–12 and postsecondary contexts. By the end of the session, participants will leave with adaptable task templates, design principles, and implementation strategies they can immediately apply to their own teaching contexts, supporting interconnected and inclusive language learning experiences.

8C. Building Worlds for Language Learning: Designing AI-Avatar NPCs in Meta Horizon Worlds

Kevin Richards The Ohio State University

This session demonstrates how Meta Horizon’s new Desktop Editor can be used to create immersive, interactive language-learning worlds featuring AI-driven avatar NPCs (non-player characters). Leveraging tools in Horizon’s desktop editor, the project bridges traditional classroom pedagogy with virtual simulation, enabling learners to practice spontaneous, real-world communication in safe, authentic environments. Participants will explore a prototype world—a virtual Berlin neighborhood—populated with multilingual AI avatars capable of context-sensitive dialogue, emotional expression, and cultural role-play. The session illustrates how the Horizon Desktop Editor allows educators to build and customize environments without VR headsets, lowering technical barriers for K–16 language programs. The presentation provides step-by-step insights into designing and integrating AI avatars: from scripting conversational logic and embedding vocabulary tasks to creating culturally responsive scenarios aligned with ACTFL’s Can-Do Statements. Emphasis is placed on ethical AI practices, universal design, and learner autonomy. Attendees will leave with implementation guides, sample code templates, and design checklists for adapting this approach to their own language courses or labs.

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Session 9  3:45 CST (15 min)

9A. The Humanlike Virtual Other: Immersive Conversational AI in Language Learning

Ogulcan Durmaz (University of Illinois at Urbana-Champaign)

This presentation offers a systematic review of immersive conversational artificial intelligence (ICO AI), conceptualized as 3D human-like AI avatars, within the context of second-language learning. Following the PRISMA framework (Page et al., 2021), the review synthesizes a limited but expanding body of scholarship. Nineteen studies published between 2015 and 2025 were identified across Scopus, ERIC, ScienceDirect, Education Full Text, and Web of Science. After applying multiple eligibility criteria, the studies were analyzed through two-cycle coding (Saldaña, 2021) and thematic analysis (Braun & Clarke, 2006). Three questions guided the synthesis:  (1) What pedagogical affordances does ICO AI offer for language learning? (2) What challenges or barriers constrain its effective implementation? (3) How is ICO AI currently applied within XR-based language learning environments? Findings indicate that ICO AI can support immersive, authentic, and emotionally responsive learning experiences, particularly in speaking-focused tasks. Learners benefit from self-paced interaction, multimodal feedback, and increased confidence, while responsive human-like AI interlocutors can enhance willingness to communicate and overall engagement (Kang, 2023; Ericsson & Johansson, 2023). Several constraints persist, including technical limitations and occasional lapses in communicative authenticity. Effective integration also depends on teacher mediation and the development of AI literacy among both learners and educators (Wang & Zou, 2025). In practice, ICO AI is most frequently used to facilitate role-plays, situated communication, and simulation-based tasks in XR environments (Derakhshan et al., 2025; Divekar et al., 2022). This review outlines current pedagogical strategies, identifies key challenges, and offers considerations for the future design of AI-mediated language learning.

9B. Resources for Oral Communication

Sean Patrick Palmer LaGuardia Community College

Online resources for oral communication skills are spotty, so I developed a bundle of OERs to offer more options. These OER are well-suited to ELL students, as I originally developed them for students at LaGuardia Community College, who come from over 120 different countries. These were originally created for community college level communication courses aimed at non-native speakers. These OERs give students chances to work on both oral and digital communication skills through recording podcasts, digital storytelling projects, and recitations.Projects such as these offer alternatives to the standard public speaking assignments that are common in Academia. Public speaking assignments have their place, but they can cause a great deal of anxiety in students. Using these assignments, to get them used to speaking in a more formal manner, and listening to their work can prepare them for larger public speaking assignments. Further, these OERs include important materials, including things like annotated texts, questions, performance hints for students, and grading rubrics. This is important because Academics are usually good at scaffolding writing assignments, but, frequently, have difficulties with spoken word assignments. It also includes a discussion of the linguistics of Spoken American English to aid with pronunciation issue both in terms of actual linguistic information, such as word stress and discussions of concepts like pausing, which will help students with clarity. This bundle of OERs will help students improve their oral and digital communication skills, which can be overlooked in an academic environment. 

9C. Putting UDL Principles into Practice: Using AI to Design Accessible Language Courses

Ayman Elbarbary (Indiana University Bloomington)

Many scholars emphasize the importance of designing courses accessible to all students. Gronseth (2018), for example, argues that the Universal Design for Learning (UDL) framework responds to learner variability by offering flexible ways for students to access content and demonstrate their learning. With recent advances in artificial intelligence, particularly large language models (LLMs), language teachers now have new tools that can support the practical application of UDL principles in course design. This presentation explores how LLMs can help language teachers design more accessible and inclusive language courses using the UDL framework. It begins with a brief overview of UDL, its significance in language education, and its three core principles. The presentation then shares concrete classroom-based examples that illustrate how LLMs can support multiple means of engagement, representation, and expression when designing language-learning activities. By the end of the session, participants will leave with practical ideas and ready-to-use strategies they can adapt to their own teaching contexts. A QR code will be provided linking to a handout with clear, step-by-step guidance for implementing the approaches discussed. While the examples come from an Arabic course, the ideas presented are relevant to other languages.

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Session 10 4:05 CST (15 min)

10A. Finishing Strong: End-of-Semester Activities that Bridge Learning and Reflection

Adelia Chace (Webster University — Main Campus-St. Louis)

According to Redelmeier, "last impressions can be lasting impressions" (as cited in Zehnder et al., 2025). For many students, the last week of class means checking off assignments on their Canvas to-do list. For instructors, administrative tasks similarly pile up. These final class sessions present a valuable opportunity to help students consolidate their language learning and envision continued growth beyond the classroom. Rather than treating these moments as administrative necessities, we can design purposeful activities that honor student progress while building bridges to lifelong engagement. Ending a course with well-thought-out tasks helps students understand what they have learned, apply it in other situations, and achieve a sense of closure (Stone et al., 2020, as cited in Shahid, 2025). Strategic reflection activities allow students to recognize both their content mastery and their growth as learners. When paired with digital tools, these reflections extend beyond the final class meeting. This session demonstrates quick, practical, low-prep activities that guide students through authentic reflection, competency demonstration, and personalized planning for post-course language maintenance. These activities adapt easily across disciplines, proficiency levels, and instructional formats, requiring tools already familiar to most instructors and students. Participants will leave with activities and resources they can use immediately in their own courses. Thoughtfully planned closure activities help students retain their learning, transition forward, and reflect on relationships they have formed—demonstrating that course objectives are tools they can apply long after the semester ends.

10B. From algorithm-driven language learning to digital agency: facilitating lifelong oral skills development

Beatrix Burghardt (Indiana University Bloomington)

This session presents the Digital Speaking Tool project, an original, semester-long project designed for multilingual college students that moves them from being consumers of random technology toward intentional digital agency. Grounded in the framework of Informed Learning (Maybee et al., 2013), the project engages students in exploring and evaluating the learning affordances of pre-selected emerging technologies, e.g., AI-supported speech-to-text and YouGlish, for their specific linguistic needs. Participants will experience a scaffolded curriculum where students also engage in hands-on technology use, research tool safety and privacy, and task-utility. Data from 152 student submissions, collected across three assignments, will illustrate how this project bridges formal and informal learning spaces, leading to increased student self-confidence and an increased awareness of more sophisticated digital speaking tools for sustained future practice. By shifting the focus from "using an app" to "evaluating an intelligence," this session provides a possible instructional template that also fosters workplace readiness and lifelong digital autonomy. Attendees will leave with ready-to-implement strategies aligning skill-specific technology with academic success.

10C. AI Tools for Novice Learners: Strategies from a Beginner's Perspective

Sarab Al Ani (Yale University)

This presentation draws upon my recent experience learning Italian as a Novice Low student during the Fall 2025 semester at my university. This opportunity was insightful, particularly as it allowed me to apply my knowledge of AI as a language educator, but from the perspective of a language learner. In this brief presentation, I will share specific strategies and introduce a couple of free, easily accessible AI tools that supported my novice language study. By the end of this 15-minute session, attendees will learn two or three practical strategies for integrating free AI tools into their language classrooms, and they will gain advice to offer their students on how to use AI responsibly and effectively while studying a new language, ensuring academic integrity is maintained.

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Session 11  4:25 CST (30 min)

11A. ANTON: A FREE Tool to Improve World Language Learning

Amy Sturgeon (Tippecanoe School Corporation, Indiana)

The best free site I’ve ever found, ANTON, is a learning site for all levels in all content areas. It has tremendous potential to be a crucial tool for language learning, vocabulary development, and skill acquisition in all content areas for our world language learners. The entire program is available in five languages and can be switched back and forth between languages. Therefore, your students can practice their language skills in the context of all content areas and all grade levels, which makes it perfect for reading and using the target language for extra practice, alternate assignments, or even extra credit. 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. This session will provide you with all the details and all the instructions you need to get started with ANTON immediately!

11B. Bridging Language-Training Gaps with CanAvenue: Free, Flexible, Independent English Practice

Sepideh Alavi (New Language Solutions, Canada)

CanAvenue is an award winning, free, independent English-learning platform launched in 2024 by New Language Solutions, Canada, to support newcomers to Canada and other learners who need flexible, self-paced opportunities to practice English and learn about Canadian culture. It is designed for newcomers on waitlists for LINC/ESL programs, learners currently enrolled who want additional practice, and prospective immigrants in pre-arrival stages. This demonstration will provide a guided tour of CanAvenue’s learning pathways and key resources, highlighting how the platform can complement classroom instruction and settlement language programming. Participants will see examples from the multi-level English course (Levels 2–7), the e-book library (100+ titles), the four-part citizenship course, and the Independent Language Learning course. The session will also share implementation insights that have shaped the platform, including promoting learner autonomy, providing a Canadian context, supporting LINC/ESL studies, fostering interactive engagement, ensuring anytime/anywhere access, enhancing digital literacy, and evolving the platform as a dynamic resource. Emphasis will be placed on usability and ease of navigation, cultural relevance, and the value of offering extended access for learners with complex schedules or barriers to attending classes. Attendees will leave with practical ideas for integrating CanAvenue into teaching, tutoring, or settlement support, and for recommending specific resources to learners to strengthen independent practice between or beyond formal programs.

11C. Cynics' Approach to a Longitudinal Experiment on Chat GPT-Assisted Writing Skills

Melissa Huntley (University of Shimane —  Japan)
Tyler Thomas (University of Shimane —  Japan)

Artificial intelligence is increasingly embedded in educational settings, often accompanied by revolutionary claims of learning enhancement. AI tools are frequently presented as a means to improve student writing. However, the extent to which AI genuinely enhances writing skills—rather than merely facilitating surface-level corrections and polished final products—remains an open question. Instead of accepting optimistic assumptions, this research takes a skeptical stance, questioning whether AI contributes to meaningful writing development or merely reinforces dependency on automated English generation. This longitudinal experiment involved 100 first-year Japanese university students completing writing tasks over one year of required English communication classes. Students were divided into two groups: the self-editing group (control), and the ChatGPT-assisted group (variable). Writing samples were evaluated on length, relevance, linguistic diversity, relevance, and accuracy via a combination of digital tools and human assessment. By using a thorough and traditional scientific experimental model, this research critically evaluates whether AI tools genuinely support language learning or risk undermining the development of independent writing skills. Analysis revealed that ChatGPT-assisted editing does little to improve students' writing skills when compared to unassisted editing: While the final drafts of AI-assisted essays were error-free at a native level, students’ pre-edited texts showed no significant differences in accuracy or complexity when compared to the control group. This suggests that AI assistance polishes writing rather than developing skills, calling into question the prevailing narrative that AI enhances writing ability. This presentation engages educators in a critical discussion about the role of AI in language education.

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Wrap Up  5:00 CST (10 min)