Veronica G. Sardegna

Selected Peer-Reviewed Articles

• Sardegna, V. G., Berardo, E., & Salazar, C. (2025). Mediating factors in telecollaborative exchanges among secondary-school global partners. System, 129, 103582. [pdf]
• Sardegna, V. G. (2022). Student-teacher conferences in an English pronunciation course: Goals, characteristics and views. Research in Language, 20(2), 109-132. [pdf]
• Sardegna, V. G. (2022). Evidence in favor of a strategy-based model for English pronunciation instruction. Language Teaching, 55(3), 363-378. [pdf]
• Dugartsyrenova, V. A., & Sardegna, V. G. (2022). Enhancing genre instruction on research proposal introductions with an online academic writing tutor. Journal of Second Language Writing. 58, 100908. [pdf]
• Sardegna, V. G., & Dugartsyrenova, V. A. (2021). Facilitating pre-service language teachers’ intercultural learning via voice-based telecollaboration: The role of discussion questions. Computer Assisted Language Learning, 34(3), 379–407. [pdf]
• Dugartsyrenova, V. A., & Sardegna, V. G. (2019). Raising intercultural awareness through voice-based telecollaboration: Perceptions, uses, and recommendations. Innovation in Language Learning and Teaching, 13(3), 205–220. [pdf]
• Sardegna, V. G., Lee, J., & Kusey, C. (2018). Self-efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1), 83–114. [pdf]
• Slutsky, J. M., & Sardegna, V. G. (2018). Business writing strategies and guidelines for preparing effective memorandums. Journal for Excellence in Business Education, 5(1), 1–13. [pdf]
• Dugartsyrenova, V., & Sardegna, V. G. (2017). Developing oral proficiency with VoiceThread: Learners’ strategic uses and views. ReCALL Journal, 29(1), 59–79. [pdf]
• Liu, M., Abe, K., Cao, M. W., Liu, S., Ok, D. U., Park, J. B., Parrish, C., & Sardegna, V. G. (2015). An analysis of social network websites for language learning: Implications for teaching and learning English as a second language. CALICO Journal, 32(1), 113–152. [pdf]
• Sardegna, V. G., Lee, J., & Kusey, C. (2014). Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory. System, 47, 162–175. [pdf]
• Sardegna, V. G., & Dugartsyrenova, V. (2014). Pre-service foreign language teachers’ perspectives on learning with technology. Foreign Language Annals, 47, 147–167. [pdf]
• Song, J., & Sardegna, V. G. (2014). EFL learners’ incidental acquisition of English prepositions through enhanced extensive reading instruction. RELC Journal, 45, 67–84. [pdf]
• Sardegna, V. G., & Molle, D. (2010). Videoconferencing with strangers: Teaching Japanese EFL students verbal backchannel signals and reactive expressions. Intercultural Pragmatics, 7(2), 279–310. [pdf]

Selected Book Chapters

• Sardegna, V. G., & Jarosz, A. (2023). Pronunciation teaching: Lessons learned and future directions. In V. G. Sardegna & A. Jarosz (Eds.), English pronunciation teaching: Theory, practice and research findings (pp. 271–281). Multilingual Matters.
• Sardegna, V. G., & Dickerson, W. B. (2023). Improving the pronunciation of English polysyllabic words through orthographic word-stress rules. In V. G. Sardegna & A. Jarosz (Eds.), English pronunciation teaching: Theory, practice and research findings (pp. 81–97). Multilingual Matters.
• Sardegna, V. G. (2023). The effects of individual and instructional variables on English pronunciation learning efforts: What teachers need to know. In V. G. Sardegna & A. Jarosz (Eds.), English pronunciation teaching: Theory, practice and research findings (pp. 21–33). Multilingual Matters.
• Flanzer, V., & Sardegna, V. G. (2022). Developing Portuguese oral skills via instructional technology tools: Students’ views and recommended practices. In S. McCrocklin (Ed.), Technology resources for second language pronunciation learning and teaching: Research-based approaches (pp. 79–102). Lexington.
• Sardegna, V. G., & Jarosz, A. (2022). Exploring how YouGlish supports learning English word stress: A perception study. In V. G. Sardegna & A. Jarosz (Eds.), Theoretical and practical developments in English speech assessment, research, and training: Studies in honour of Ewa Waniek-Klimczak (pp. 165–184). Springer Nature.
• Sardegna, V. G., & Hughes, J. E. (2022). Teaching and learning languages with technology. In J. E. Hughes & M. D. Roblyer (Eds.), Integrating educational technology into teaching: Transforming learning across disciplines (9th ed, pp. 332–362). Pearson.
• Sardegna, V. G., & McGregor, A. (2022). Classroom research for pronunciation. In J. M. Levis, T. M. Derwing, & S. Sonsaat-Hegelheimer (Eds.), Second language pronunciation: Bridging the gap between research and teaching (pp. 107–128). Wiley.
• Sardegna, V. G. (2020). Pronunciation and good language teachers. In C. Griffiths & Z. Tajeddin (Eds.), Lessons from good language teachers (pp. 232–245). Cambridge University Press.
• Sardegna, V. G., & Hughes, J. E. (2018). Teaching and learning with technology for foreign and second languages. In M. D. Roblyer & J. E. Hughes (Eds.), Integrating educational technology into teaching (8th Ed.) (pp. 359–385). Pearson.
• Sardegna, V. G., & McGregor, A. (2017). Oral communication for international graduate students and teaching assistants. In J. Murphy (Ed.), Teaching the pronunciation of English: Focus on whole courses (pp. 130–154). Ann Arbor, MI: University of Michigan Press.
• Sardegna, V. G., *Chiang, F.-H., & *Ghosh, M. (2016). Integrating pronunciation with presentation skills. In T. Jones (Ed.), Pronunciation in the classroom: The overlooked essential (pp. 43–56). TESOL Press.

Grants and Fellowships

• 2022-2023: Research Priorities Grant, ACTFL.
• 2014-2015: Research Priorities Grant, ACTFL
• 2013: University Summer Research Assignment Grant, The University of Texas at Austin.
• 2004: Liberal Arts and Sciences Fellowship for Research, The University of Illinois at Urbana-Champaign

Awards and Recognitions

• 2024: Outstanding Book Honorable Mention, Society of Professors of Education.
• 2021: D. Scott Enright Interest Section Service Award, International TESOL Association.
• 2011: International Book Award, American Book Fest, Business/Writing Publishing.
• 2005: DEIL Mary A. Hussey Award for Excellence in ESL Teaching, DEIL, University of Illinois at Urbana-Champaign.
• 2003-2007: Listed every semester on campus-wide “List of Teachers Ranked as Excellent by their Students”, The University of Illinois at Urbana-Champaign.

Other Selected Scholarly/Professional Achievements

• Member of “Cuestiones del Lenguaje” International Research Group of scholars from institutions in the U.S., Brazil, Argentina, Chile, Uruguay, and Spain.
• Advisory Board Member, Accents, University of Lodz, Poland.
• Member (2020-2021), Chair (2021-2022), and Past-Chair (2022-2023) of Nominating Committee, International TESOL Association
• Advisory Board Member (2018-2020) and Program Chair (2019, 2020), ITA Professionals Symposium, Carnegie Mellon University, U.S.
• Chair-Elect (2013-2014), Chair (2014-2015, 2017-2018, 2018-2019), and Past-Chair (2015-2016, 2018-2019, 2019-2020) of SPLIS (Speaking, Pronunciation, and Listening Interest Section), International TESOL Association.
• 2014-2021: Organizer of eight Expert Panels at the TESOL International Annual Convention
• 2010-present: Numerous articles in peer-reviewed publications, books, newsletters, and online outlets.
• 2010-present: Numerous invited panels, expert talks, and plenary speeches at national and international conferences, and universities in the U.S. and abroad.
• 2004-present: Numerous scholarly research presentations at national and international conferences, media interviews, and workshops for second and foreign language teachers.

Joined La Roche

2025