As We Speak, February 2026
Send submissions for the next issue by May 15, 2026!
If you are interested in submitting an article, book review, or teaching tip for As We Speak, please read the Call for Submissions at the end of this issue for more information.
Letter from the Chair
Reza Dalman, Winona State University, Winona, Minnesota, USA
Letter from the Editors
Agata Guskaroska and Mahdi Duris, Iowa State University, Iowa, USA
Teaching Prominence in L2 English
Dina Gadieva, Iowa State University, Ames, Iowa, USA
Why do some advanced speakers sound accurate yet still hard to follow? This article explores how prominence shapes intelligibility and pragmatic meaning in L2 speech and offers classroom strategies for helping learners highlight what matters most.
The Gender of Voice: Pronunciation, Accent, and Women English Teachers in Southern Italy
Carla Bottiglieri, Vocational Training Institute, Lagonegro, Italy
This article explores how women English teachers in Southern Italy negotiate accent, authority, and listening practices in the classroom, showing how pronunciation extends beyond technical accuracy. It highlights how voice and spoken interaction become key sites of identity, power, and inclusion in everyday TESOL practice.
NotebookLM in the Language Classroom: Using AI to Support Lesson Preparation and Student Autonomy
Esra Oz Cetindere, University of Cincinnati, Ohio, USA
Drawing on my background in second language learning and media literacy, I explore how NotebookLM can be used for teacher lesson planning and to support learner autonomy. I highlight practical classroom uses of its audio, visual, and interactive features while also addressing limitations that require intentional planning and carefully selected source materials.
Teaching Pronunciation in a Short-Term EFL Tutoring Context Through Technology-Mediated Practice
Ahmad Zubaidi Amrullah, Iowa State University, Ames, Iowa, USA
This article describes how a novice pronunciation teacher was involved in a four-week pronunciation tutoring project implementing the communicative framework through technology-mediated practice. Through this reflection, the paper discusses what worked, what did not, and the pedagogical lessons learned from this project. Given the program's limited duration, the article highlights the importance of cultivating motivation and learning autonomy beyond this brief tutoring program.