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| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIR |
Sinem Sonsaat-Hegelheimer |
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| LETTER FROM THE PAST CHAIR |
Susan Spezzini, University of Alabama at Birmingham, Birmingham, Alabama, USA |
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| LETTER FROM THE EDITORS |
Matthias Maunsell, University of Alabama at Birmingham
Shannon McCrocklin, Southern Illinois University, Carbondale |
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| ARTICLES |
| ALL THE WORLD'S A STAGE: FROM MONOLOGUE TO DIALOGUE |
| Teresa Cusumano, Rita DiFiore, Kayla Landers, Mary Newbegin, Elena Reiss, Lehigh University, Bethlehem, Pennsylvania, USA |
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Intensive English program drama participants are not merely
language learners or actors—but architects of their own learning. A
comprehensive, process-based drama project transforms English language
learners into confident, independent learners—empowered by genuine
communicative skills, enhanced fluency, self-assurance, and compensatory
strategies that encourage competent and creative rhetoric. Read More |
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| STRATEGIES FOR EFFECTIVE FEEDBACK TO SUPPORT SPEAKING IN THE ESL/EFL CLASSROOM |
Juli Sarris, University of Colorado Boulder, Boulder, Colorado, USA |
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Giving effective feedback on students’ speaking is an important teaching task. This article discusses feedback strategies teachers can add to their teaching toolbox as well as the research supporting the effectiveness and use of these strategies as they assess students’ speaking skills. Read More |
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| STUDENT-LED DISCUSSION IN TEACHER TRAINING AND INTENSIVE ENGLISH PROGRAMS: ENHANCING LISTENING, SPEAKING, AND CONFIDENCE |
| Ashley Fifer, Nassau Community College, Long Island, New York, USA |
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Student-led discussions based on thematic units in an intensive English program setting as well as culturally sustaining pedagogy courses in graduate level programs allow students to present material from their unique perspectives and are a motivating way to learn for both those who are leading the discussions and their classmates. Read More |
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| STRATEGIES AND RESOURCES FOR AUTONOMOUS PRONUNCIATION LEARNING |
| Kim Edmunds, Carolyn Saylor-Loof, Tristan Thorne, Baruch College-CUNY, New York, New York, USA |
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A resurgence in theoretical and pedagogical approaches to second language English pronunciation instruction has reestablished the importance of strategic, autonomous learning to improve intelligibility. This article outlines several effective strategies and freely available online resources that support student-directed pronunciation learning. Read More |
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| IN CONVERSATION |
| AN INTERVIEW WITH DR. MARNIE REED |
Interview by Shannon McCrocklin, Southern Illinois University, Illinois, USA |
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| ABOUT THIS COMMUNITY |
| LEADERSHIP TEAM |
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| CALL FOR SUBMISSIONS |
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