Department of Curriculum & Instruction

Veronica Gabriela Sardegna is an assistant professor in the Department of Curriculum and Instruction. Her research focuses on learner autonomy, learning strategies, and second/foreign language learning and teaching. She is particularly interested in evaluating the effectiveness of using language learning strategies as well as instructional technology tools for autonomous language learning and teaching in the areas of English pronunciation, business writing, and oral communication. She also conducts research evaluating the effectiveness of teaching interventions for developing language skills and intercultural sensitivity. She is author of The Practiced Business Writer: An ESL/EFL Handbook (Briefings Media Group), board member of Tex-TESOL III, and Chair-Elect (2013-2014) for TESOL Speaking, Pronunciation, and Listening Interest Section (SPLIS). She received her Ph.D. from the University of Illinois at Urbana-Champaign with a specialization in online teaching, and second language acquisition and teacher education. She teaches courses in English pronunciation teaching, methodology, technology for language learning and teaching, teaching culture, and second language acquisition.

Ph.D. in Educational Psychology, University of Illinois at Urbana-Champaign, Urbana, IL, May 2009.

Sardegna, V. G. (2012). Learner differences in strategy use, self-efficacy beliefs, and pronunciation improvement. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011. (pp. 39-53), Ames, IA: Iowa State University.

Sardegna, V. G. (2011). Pronunciation learning strategies that improve ESL learners’ linking. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 105-121), Ames, IA: Iowa State University.

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.

Sardegna, V. G., & Slutsky, J. (2009). The practiced business writer: An ESL/EFL handbook. Richmond, VA: Briefings Media Group, LLC. [242 pgs. and accompanying CD-ROM]

• Summer Research Grant, The University of Texas at Austin, 2013: "Motivations and Attitudes towards Pronunciation Practice and Srategy Use"
• Winner Award, International Book Award, Business/Writing Publishing, 2011.
• DEIL Mary A. Hussey Award for Excellence in ESL Teaching, Department of English as an International Language, University of Illinois at Urbana-Champaign, IL, 2005-2006.
• Liberal Arts and Sciences Fellowship for Research, University of Illinois at Urbana-Champaign, IL, 2004.

Motivations and Attitudes towards Pronunciation Practice, and Strategy Use. Principal Investigator. The University of Texas at Austin.

An Inquiry into the Perceived and Actualized Efficacy of Individualized Pronunciation Instruction. Principal Investigator. The University of Texas at Austin.

Online Collaboration and Professional Development: An Inquiry into the Trajectories of Foreign Language Educators. Principal Investigator. The University of Texas at Austin.

Enhanced Self-Assessment for Pronunciation Improvement. Principal Investigator. The University of Texas at Austin.

• Second language acquisition and teacher education
• Foreign and second language teaching and learning
• Language learning strategies instruction and learner autonomy
• Online instruction
• Pronunciation teaching
• Academic and business writing

Relevant Research Topics

• Efficacy of learner-centered methodologies in second/foreign language education.
• Effects and outcomes of learning strategies and technology use in relation to learner autonomy.
• Development, use, and measurement of language learning strategies for improving students' English pronunciation and (business) writing.
• Methodological applications of new instructional technology tools.
• Long-term effects of instructing students on the use of learning strategies for improving their English pronunciation.
• Technology and the measurement of learner autonomy.

• Chair-Elect, TESOL Speaking, Pronunciation, and Listening Interest Section (SPLIS), 2013-2014.
• Board Member, Tex-TESOL III, Delegate-at-Large, Higher Education, 2011-present.
• Editorial Board, Texas Papers in Foreign Language Education (TPFLE), 2011-present.
• Member, FLE Ad-Hoc Scholarship Committee, Program in Foreign Language Education, The University of Texas at Austin, 2012-present.
• Member, C&I Standing Committee on Programs and Courses, The University of Texas at Austin, 2011-2013.
• Member, FLE Admissions Committee, Program in Foreign Language Education, The University of Texas at Austin, 2011-present.
• Member, Graduate Studies Committee (GSC), Department of Curriculum and Instruction, The University of Texas at Austin, 2010-present.
• Member, Graduate Studies Committee (GSC), Program in Foreign Language Education, The University of Texas at Austin, 2010-present.
• Member, American Association of Applied Linguistics (AAAL).
• Member, Teachers of English to Speakers of other Languages (TESOL).
• Member, Tex-TESOL III.
• Member, American Educational Research Association (AERA).