Letter from the Editors

Agata Guskaroska, Iowa State University, Iowa, USA
Mahdi Duris, Iowa State University, Iowa, USA
Raju Dhuli, Indian Institute of Technology Bhubaneswar, India

Dear readers,

Our SPLIS chair reminds us that our interest section exists to bridge the gap between research and classroom practice. In that spirit, we are excited to welcome Dr. Mahdi Duris to the As We Speak editorial team, and we celebrate Raju’s contributions as he transitions out of his role, thanking him for his dedication and impact. Together for this newsletter, we have curated five pieces that spotlight the many voices shaping English language teaching today: use of AI chatbots in pronunciation teaching, teacher accents, student public speaking anxiety, rural perspectives, and technology-supported pronunciation teaching. We hope these articles inspire you to carry fresh ideas into your classes as the new academic year begins.

Our feature article showcases Dr. Sinem Sonsaat-Hegelheimer’s insights into the ways we can use AI chatbots for pronunciation improvement. Informed by her current research, she discusses the key elements for designing effective pronunciation practice and shares several ideas on using AI chatbots effectively.

Addressing a universal concern about accents in the context of English language education, Carla Bottiglieri explores the influence of teacher accents, particularly for educators working outside of their home countries. Drawing on classroom reflections and ELF scholarship, she discusses English as a Lingua Franca (ELF) and outlines practical moves that help learners thrive in multinational settings.

Public speaking, as a common anxiety-provoking factor among students and the general population, is discussed by Constance A. Leonard. In this article, you will find helpful facts, tips, and classroom activities that can help your students increase their confidence in delivering effective presentations.

Drawing from his own experience preparing students for regional, national, and international speech contests, Ahmad Zubaidi Amrullah shares a reflective practice on using digital resources for pronunciation teaching. These practical techniques can be adapted to any EFL/ESL context.

Finally, Lalitha Devi Bommanaboina reports on first-year engineering students in a rural context with limited exposure to English and low motivation. Her article discusses current issues in developing oral fluency and possible solutions in contexts with limited resources.

We are grateful to our contributors for offering their expertise and warmly invite you to join our community by submitting your work for the upcoming edition. Contributions may take the form of articles, books, technology reviews, or lesson plans. The submission deadline for the next issue is December 15.

Wishing you energizing lessons, crisp fall conversations, and continued collaboration across our global community.

Warm regards,

Agata, Mahdi, and Raju

Agata Guskaroska holds a Ph.D. in Applied Linguistics and Technology from Iowa State University (ISU). She has taught EFL/ESL, composition, and online courses, including a MOOC on technology in language teaching. She is the author of the books Teaching Pronunciation with Confidence and Oral Communication for Non-native Speakers of English. Currently, Agata is a Postdoctoral Research Associate at ISU, working on the development and institutional implementation of a new program for International Teaching Assistants. Her research focuses on computer-assisted language learning, pronunciation teaching, and technology acceptance.

Mahdi Duris is a Postdoctoral Research Associate in the Department of English at Iowa State University, where his work bridges Applied Linguistics and Artificial Intelligence (AI). He earned his Bachelor’s from George Mason University, his Master’s in TESL from Saint Cloud State University, and his PhD in Applied Linguistics and Technology from Iowa State University. His postdoctoral research focuses on the role of generative AI in language use, particularly in contexts where AI replaces or enhances human communication, advice-seeking, learning, and expressions of empathy, reasoning, and professional judgment. With over 15 years of ESL and EFL teaching experience in the US and Saudi Arabia, he has also led pedagogical training and mentorship initiatives for language educators.

Raju Dhuli, a PhD scholar in English Language Teaching at IIT Bhubaneswar, holds an MA in English from Central University of Andhra Pradesh, excelling in UGC NET in Linguistics in 2019. His research initiated in 2021, targets improving speaking skills among rural secondary school students. His research interests include vocabulary development, speaking skills, second language acquisition, and language assessment and teacher education.https://orcid.org/0000-0001-8909-5103