2,874 research outputs found
Using biometric measures to capture foreign language anxiety
No full text[EN] Despite foreign language anxiety (FLA) being the most extensively researched emotion in Second Language Acquisition (SLA) research (Boudreau et al., 2018; Dewey et al., 2018; MacIntyre, 2017; Teimouri et al., 2019), its measurement has largely relied on self-reported surveys that capture only retrospective and subjective perceptions. This article explores an alternative approach to survey-based research by proposing the integration of biometric data to assess FLA objectively and dynamically. Wearable devices that track physiological indicators such as heart rate now allow researchers to more easily capture real-time fluctuations in anxiety as participants engage in foreign language tasks. This paper provides a practical guide for researchers interested in collecting biometric data, including an overview of available devices and methods.Thrasher, T.;Kaplan-Rakowski, R. (2025). Using biometric measures to capture foreign language anxiety. En Editorial Universitat Politècnica de València, (pp. 456-465). https://doi.org/10.4995/EuroCALL2025.2025.21220OCS45646
Regina Rubenstein Pluda
No full textRegina Rubenstein Pluda, born September 1, 1925, in Warsaw, Poland, provides Holocaust survivor testimony. Interviewers: Zelda Kaplan and Louise Goodman. Notetaker: Ann Walker. Holocaust Center, Peabody, Massachusetts
Establishing a VR club for language speaking practice
No full text[EN] Traditional classroom settings, especially with numerous students, are often characterized by an absence of speaking practice opportunities. Emerging technologies such as high-immersion virtual reality (VR) can offer authentic scenarios in which language learners can practice speaking with each other, native speakers, or artificial intelligence (AI)–assisted chatbots in a safe space. This paper reports on an initiative that established a VR club aimed at providing English as a Second Language (ESL) learners with additional speaking practice outside of class time. Thirty ESL students enrolled in the summer session at the Intensive English Language Learning Institute in the United States joined the VR club. The club met twice a week over three weeks—six times total—and gave students the opportunity to practice speaking in English using a VR platform, Immerse. This paper describes the steps taken to establish the VR club and provides practical guidelines, including a description of the necessary resources. Moreover, potential challenges and preliminary lessons derived from the initiative are discussed. This paper serves as a blueprint for language teachers, language centers, and stakeholders wishing to establish VR clubs at their own institutions.Ye, Y.;Thrasher, T.;Kaplan-Rakowski, R. (2025). Establishing a VR club for language speaking practice. Editorial Universitat Politècnica de València. https://doi.org/10.4995/EuroCALL2024.2024.19063OC
The potential of VR-AI-assisted personalized adaptive simulations for teacher training
No full text[EN] The combination of virtual reality (VR) and artificial intelligence (AI) technologies presents novel opportunities in teacher training. Pre-service teachers (PSTs) often face challenges in transitioning from theoretical knowledge to practical application in real classrooms. Integrating VR with AI to create immersive and adaptive simulations can bridge this gap by offering personalized practice environments that can be engaging and pedagogically effective. The purpose of this paper is to outline the potential of VR-AI–assisted simulations for PSTs’ training in general, with a specific focus on their use in foreign language education. The paper discusses examples of currently available VR applications, explains how AI can provide interactivity and immediate feedback to PSTs, and how the integration of AI in VR classroom simulations can be used to train PSTs of foreign language education. We highlight both benefits and existing challenges of VR-AI–assisted simulations to foster a constructive discussion on shaping new avenues in PSTs’ training.Kaplan-Rakowski, R.;Schnellbögl, C. (2024). The Potential of VR-AI-Assisted Personalized Adaptive Simulations for Teacher Training. Editorial Universitat Politècnica de València. https://doi.org/10.4995/EuroCALL2024.2024.19050OC
Foreign Language Instruction in a Virtual Environment
No full textThe chapter conveys the experiences of using the virtual world Second Life (SL) to supplement classroom-based instruction of an introductory foreign language class. With attention given to the needs of educators and instructional designers, as well as students, the author presents selected activities, along with detailed practical plans and theoretical justifications for those activities. She follows by discussing the technological characteristics of SL (communication features, logging features, and features used to ease activity preparation) that the author found to be of particular pedagogical value in her instruction. The importance of situated cognition, cultural relevance, self-pacing, students’ autonomy, and interactivity with diminished inhibition is examined as well.</jats:p
Kaplan-Meier curves for DMP-participants and controls.
No full textKaplan-Meier curves for DMP-participants and controls.</p
Assessing New Jersey's Exposure to Sea-Level Rise and Coastal Storms: A Companion Report to the New Jersey Climate Adaptation Alliance Science and Technical Advisory Panel Report
No full textThe New Jersey Climate Adaptation Alliance Advisory Committee requested that Rutgers University convene a Science and Technical Advisory Panel (STAP) to synthesize for practitioners the most recent climate science needed to inform efforts to increase the resilience of New Jersey’s people, places, and assets (including infrastructure, communities and natural resources) to regional sea-level rise (SLR), changing coastal storms and the resulting flood risk. This companion report to the STAP report provides context for New Jersey citizens, practitioners, and decision makers to better understand how New Jersey municipal decision makers and municipal professionals consider the use of coastal hazard data; how climate change impacts from sea-level rise and changes in coastal storms are being addressed in some other areas of the Northeast; and the degree to which coastal climate change impacts are currently being addressed in New Jersey.Please cite this report as: Kaplan, M., M. Campo, L. Auermuller, and J. Herb. 2016. Assessing New Jersey’s Exposure to Sea-Level Rise and Coastal Storms: A Companion Report to the New Jersey Climate Adaptation Alliance Science and Technical Advisory Panel Report. Prepared for the New Jersey Climate Adaptation Alliance. New Brunswick, NJ: Rutgers University.
Support for this work was provided by Kresge Foundation; New Jersey Sea Grant Consortium; and Rutgers Climate Institute
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[UNT Learning Technologies at the AECT's 2022 conference]
No full textPhotograph of Jason Bickle, Frances M. (seated), Aubrey Rieder, Lauren Eutsler, Dean Kinshuk (seated), Dr. Karen Johnson, Dr. Deborah Cockerham (seated), Dr. Regina Kaplan-Rakowski, Dr. Aleshia Hayes (left to right) at AECT's 2022 annual conference at Planet Hollywood in Las Vegas, Nevada on Oct. 24-28, 2022
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Mobile Technologies for Language Learning: A Case Study of Beginning Learners of French
No full textOver the past 25 years, research on the effectiveness of new technologies in teaching has been constantly evolving as teachers try to keep up with educational trends. With the current evolution of technology, it is important to find out how students feel about the use of technologies in both the classroom setting and the non-traditional learning environment. The objective of this project is to determine which applications the students of French 1010 (first semester of college-level French) at the University of North Texas use for language learning to supplement and reinforce the concepts learned in class. Two questions guided this project: (1) what are the new technologies that students in French 1010 use? and (2) if UNT were to implement hybrid classes, would students be interested in taking them? In order to answer these questions, a survey was distributed to 184 students of French 1010 at UNT during the fall 2019 semester. From these surveys, 100 were selected for analysis in the present study, and three students were interviewed as a way to collect additional data. The results of the survey showed that Duolingo was the most used application for language learning purposes, while the interviews showed that the students would be open to the possibility of taking hybrid classes. From these results arise questions related to ways in which mobile applications can be effectively incorporated in language classrooms
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Academic Dishonesty in the Age of AI: Connecting Student Generative AI Use and the Fraud Triangle within Health Professions Education
Get PDFThis research explores the influence of generative AI (GenAI) tools, like ChatGPT, on academic integrity within higher education. By applying the fraud triangle framework—which includes incentive, opportunity, and rationalization—this study aims to understand the motivations behind student misuse of GenAI technologies for academic dishonesty. The study employed a quantitative survey to analyze the relationship between these fraud triangle constructs and student behaviors in a sample of graduate students from health profession programs. Findings indicate that while moderate levels of incentive and opportunity to misuse GenAI exist, rationalization plays a significant role in students' decisions to engage in academically dishonest practices. These results underscore the need for updated academic integrity policies that consider the ethical challenges posed by GenAI, along with educational strategies that teach students responsible and ethical AI usage. This research contributes to a growing body of work examining the complex impact of AI on student behavior and supports institutions in fostering a culture of integrity in a technology-driven educational landscape
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