Embedded Files
For more details and copies of the publications and presentation slides,
please visit my profile on Research Gate and Google Scholar
Inspired by my teaching experience, most of my research is intended to explore practical and innovative ways to integrate technology into the second language (L2) classroom. The primary goal of my research is strengthening the connection between research and practice grounded in established theoretical frameworks.
I have developed two frameworks that I intend to use for my future research: STAM and the Technology Integration framework.
In addition, I have first-authored two Open Educational Resource Books . Please explore the section below to access these interactive books.
Other highlights include serving as:
Editor for the As We Speak Newsletter,
Assistant Editor of an OER book titled Exploring AI in Applied Linguistics,
Editorial Assistant for English for Specific Purposes Journal,
published journal articles, conference proceedings, book chapters, and numerous conference presentations.
For more details, I welcome you to explore this page.
The SpeechTech Technology Acceptance Model (STAM) (Guskaroska, 2024)
The SpeechTech Technology Acceptance Model (STAM) (Guskaroska, 2024)
The STAM framework examines the external factors, cognitive, affective, and behavioral responses that play a crucial role in the teacher and student decision-making process of whether to immerse a certain technology in the classroom or not. The primary goal of this framework is practical—to provide guidance on the successful acceptance and integration of technology in education. The secondary goal of STAM is to provide a more comprehensive approach to research, encouraging the integration of qualitative aspects and serving as a starting point for research design, i.e. providing more structured, unified research leading to stronger and more generalizable results.
Technology Integration Framework for Educators and Instructors (based on STAM) (Guskaroska, 2024)
Technology Integration Framework for Educators and Instructors (based on STAM) (Guskaroska, 2024)
To make the STAM model more practical for educators and instructors, the Technology Integration Framework was created. This guide translated STAM into practical steps needed for successful integration of technology in educational settings. While STAM explains the 'why' of technology acceptance, the integration framework focuses on the 'how' for educators.
This framework provides step-by-step guidance for successful technology integration. This framework can be used for integrating any kind of educational technology, and it might be especially useful when repurposing tools that were not specifically created for education. While a teacher may not be able to provide one-on-one feedback to all the students and meet all their needs, they can guide them to identify their own mistakes using AI feedback and to focus on practicing the sounds that are problematic for them.
The first step in that process is to set learning goals with the students. When planning the integration of technology, it is essential to specify appropriate pedagogical goals (Levis, 2007). This is especially important when tools can be used in several ways. For example, AI-driven tools that are being developed can be used in countless different ways but the lack of pedagogical goals in attempting to integrate them in the classroom can lead the learners in the wrong direction. This framework can serve as guidance for successful integration of these type of tools. Next, the students need to receive the proper training that will provide knowledge in all three areas of TPAPrK, that is, how to use the technology to improve their pronunciation by using self-learning strategies and background pronunciation knowledge. Educators should also recognize that the individual characteristics of their students, such as personal beliefs, personality, and motivation will affect the ways they must present the benefits of the tool. For example, if the learners are graduate students in an ESL context, their motivation likely comes from their desire to sound fluent and professional when presenting their research at conferences, or preparing for job interviews. In other words, educators can highlight how the training specifically addresses their needs and challenges.
The next step is to ask students to evaluate their experience and their perceived improvement, while also monitoring their advancement in the classroom. By taking these steps, the educators can gain insights into students’ perceptions and observe whether the tool is actually helpful, as intended. Moreover, the students’ emotions and attitudes towards the tool can be monitored during use. Finally, the educators can monitor students’ interactions with the tool and intervene, as needed, in order to encourage them to use it autonomously. Following these steps can allow teachers to gain insights into the students’ acceptance of the tool, as well as reflect and improve future technology integration.
Learner-AI Interaction for Pronunciation Development (LAIP) (Guskaroska & Sonsaat-Hegelheimer, in progress)
Learner-AI Interaction for Pronunciation Development (LAIP) (Guskaroska & Sonsaat-Hegelheimer, in progress)
This framework is a work-in-progress, based on a collaborative current research project on learner-AI interaction with Gemini chatbot. More details coming soon.
Research Excellence Award
Research Excellence Award
Authored and Edited Books
Authored and Edited Books
Oral Communication for Non-Native Speakers of English
Oral Communication for Non-Native Speakers of English
This digital book is meant to serve an instructional tool for both learners and teachers in the field of pronunciation. Topics covered include speaking, listening, vowel and consonant sounds, word stress, thought groups, prominence, and intonation.
The book has been constructed to be either a self-paced instructional tool for learners or a classroom material for speaking or pronunciation courses. For self-paced learning, the feature’s description is complemented with practice activities, which are meant to provide learners an opportunity to test their own skills with perception and production of English pronunciation.
To access the book, please visit the website below:
Teaching Pronunciation with Confidence: A Resource for EFL/ESL Teachers
Teaching Pronunciation with Confidence: A Resource for EFL/ESL Teachers
The goal of this project was to create an OER that can provide a free and accessible collection of adapted resources for ESL/EFL teacher trainers and ESL/EFL teachers around the world.
This project gathered and adapted a collection of effectively selected pronunciation materials to help ESL/EFL teachers deepen their domain knowledge in pronunciation teaching. More specifically, this project built, organized, and presented a collection of accessible and easy-to-use high-quality English pronunciation teaching materials, primarily used to train teachers. The creation of this OER will support the integration of pronunciation teaching into a large number of ESL/EFL teacher training programs worldwide by providing more accessible and affordable materials.
To access the book, please visit the website below:
Exploring AI in Applied Linguistics
Exploring AI in Applied Linguistics
AI-powered technologies have made natural language recognition and generation more accessible than ever before, opening new possibilities for applied linguistics research and practice. Inspired by the rapid advancement of AI in Education, the idea of this book was born.
The chapters in this volume first appeared as presentations at the 2023 Technology and Second Language Learning conference at Iowa State University. The book is edited by Carol A. Chapelle, Gulbahar H. Beckett, and Jim Ranalli. I served as Assistant Editor of this book, managing the entire publication process and communication with authors, editors, reviewers, and publishers.
The volume is available at:
https://www.iastatedigitalpress.com/plugins/books/154/
Publications
Publications
Peer-Reviewed Journal Publications
1. Guskaroska, A., (accepted for a special issue). Beyond technological advancements: Learner acceptance as the true challenge in pronunciation ASR tools. Canadian Journal of Applied Linguistics
2. Alnafisah, M., Zawadzki, Z., Guskaroska, A., Goodale, E., Levis, J., & Nagle, Ch. (accepted for a special issue). Immersion and oral language development: The roles of language experience and individual differences. Canadian Journal of Applied Linguistics
3. Anders, A., Walton, A., Muhammad, A. A., Cabada, C., Deam, N., Dux Speltz, E., Everett, R., Guskaroska, A., Haffner, J., Payton, C. (2023). Inclusive Virtual Design Sprint. Computer and Composition, 70:102806, https://doi.org/10.1016/j.compcom.2023.102806
4. Anders, A., Walton, A., Muhammad, A. A., Guskaroska, A., Cabada, C., Deam, N., Dux Speltz, E., Everett, R., Haffner, J., Payton, C. (2023). Human-centered design for inclusive peer mentoring of graduate teaching assistants. College English, 2, 162-188. https://doi.org/10.58680/ce202332760
5. Zawadzki, Z., & Guskaroska, A. (2022). PBLL and pronunciation teaching: implications for the L2 classroom. Speak Out! Journal, 66, 28-36.
6. Guskaroska, A., Dux Speltz, E., Zawadzki, Z., & Kurt, S. (2022). Students’ perceptions of emergency remote teaching in a writing course during COVID-19. Frontier Education.7:965659. https://doi.org/10.3389/feduc.2022.965659
7. Alharthiis, A., Beck, J., Bordbarjavidi, F., Gale, J., Garib, A., Guskaroska, A., Kurt, S., Lestari, F., & Zawadzki, Z. (2021). Effective apps and web-based tools for increasing student engagement in project-based language learning. MIDTESOL Journal, 4, 99-116. ISSN: 2688-9439.
https://midtesol.org/wp-content/uploads/2021/12/5-Effective-Apps-and-Web-based-Tools-for-PBLL-V2.pdf
8. Guskaroska, A. (2021). The role of face masks on speech intelligibility for native and nonnative speakers of English: Graduate students’ experiences. Journal of Academic Language and Learning, 15(1), 117-133. Retrieved from https://journal.aall.org.au/index.php/jall/article/view/739
9. Guskaroska, A., & Elliott, T. (2021). Heritage language maintenance through digital tools in young Macedonian children - an exploratory study. Diaspora, Indigenous, and Minority Education. https://doi.org/10.1080/15595692.2021.1907329 .
10. Guskaroska, A. (2020). ASR-dictation on Smartphones for Vowel Pronunciation Practice. Journal of Contemporary Philology, 3(2), 45-61. https://doi.org/10.37834/JCP2020045g
Peer-Reviewed Book Chapters
12. Visona, M., Chapelle, C., Bordbarjavidi, F., Guskaroska, A., Kurt, S., Hegelheimer, V., & Yang, J. (2025). Gathering evidence of teachers’ TPACK through discourse analysis of their coursework in an online professional development course. In M. Philips, E. Baran, M. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (3rd ed.). Routledge.
13. Guskaroska, A., (forthcoming). Feedback matters: Fostering autonomous pronunciation learning with ASR. In E. Tegujeff & A. Kirkova-Naskova (Eds.), L2 Pronunciation Achievements.
Peer-Reviewed Conference Proceedings
14. Kochem, T., Guskaroska, A., & Elliott, T. (2020). Experiences in an L2 pronunciation tutoring project using narrative analysis. In O. Kang, S. Staples, K. Yaw, & K. Hirschi (Eds.), Proceedings of the 11th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566, Northern Arizona University, September 2019 (pp. 229–238). Ames, IA: Iowa State University.
15. Lazoroska, A. & Guskaroska, A. (2020). Pronunciation in EFL classrooms: a study of Macedonian teachers’ training, attitudes, and practices. In O. Kang, S. Staples, K. Yaw, & K. Hirschi (Eds.), Proceedings of the 11th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566, Northern Arizona University, September 2019 (pp. 239–249). Ames, IA: Iowa State University.
16. Guskaroska, A. (2019). The Potential of the ASR program for facilitating vowel pronunciation practice for Macedonian learners. In J. Levis, C. Nagle & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference.ISSN 2380-9566, pp. 250-260). September 2018 (Ames, IA: Iowa State University.
17. Guskaroska, A., & Taylor, J. (2019). A Corpus-based analysis of gendered items in pop and county music from the 90s to now. In J. Levis, C. Nagle & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference. ISSN 2380-9566, Iowa State University, September 2018, pp. 261-275). Ames, IA: Iowa State University.
18. Guskaroska, A., & Bordbarjavidi, F. (2019). Languagetwo.com [Review]. In J. Levis, C. Nagle, &; E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Ames, IA, September 2018 (pp. 454-460). Ames, IA: Iowa State University.
Books
19. Guskaroska, A., Zawadzki, Z., Challis, K., Levis, J. (2024). Teaching Pronunciation with Confidence: A Resource for ESL/EFL Teachers and Learners. Iowa State University Digital Press. https://iastate.pressbooks.pub/teachingpronunciation/
20. Guskaroska, A., Kochem, T., Ghosh, M., Compton, L., Cotos, E., & Goodale, E. (2025). Oral Communication for Non-Native Speakers of English, 2nd Edition. Iowa State University Digital Press https://iastate.pressbooks.pub/oralcommunication2e/
Reviews & Summaries
21. Guskaroska, A. (2020). Review of Intelligibility, Oral Communication and the Teaching of Pronunciation. (John M. Levis, 2018 Cambridge University Press). TESL-EJ 24(3)
22. Guskaroska, A., & Bordbarjavidi, F. (2019). Languagetwo.com [Review]. In J. Levis, C. Nagle, &; E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Ames, IA, September 2018 (pp. 454-460). Ames, IA: Iowa State University
23. Guskaroska, A., & McCrocklin, S. M. (2018). Automatic Speech Recognition program for providing feedback for pronunciation practice. OASIS Summary of McCrocklin (2016) in System.
Edited Books & Issues
24. Guskaroska, A., & Dhuli, R. (March 2025). As We Speak – The Newsletter of Speech, Pronunciation, and Listening Interest Section, TESOL International
Edited Issue: https://my.tesol.org/news/1160726
25. Chapelle, C., Beckett, G., & Ranalli, J. (2024). Exploring AI in Applied Linguistics.
(role: Guskaroska, A., Assistant Editor)
Edited Issue: https://www.iastatedigitalpress.com/plugins/books/154/
26. Zawadzki, Z., Challis, K., Goodale, E., Guskaroska, A., Walesiak, B., & Levis, J. (2023). The Inspiration for Creating the Best of Teaching Tips. In Z. Zawadzki et al. (eds.), The Best of Pronunciation Teaching Tips 2016-2022. ISU Digital Press.
Edited issue: https://www.iastatedigitalpress.com/psllt/issue/1211/info/
27. Guskaroska, A. & Levis, J. (2022) Virtual PSLLT. In J. Levis & A. Guskaroska (eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference, held June 2021 virtually at Brock University, St. Catharines, ON.
Edited issue: https://www.iastatedigitalpress.com/psllt/issue/1155/info/
MA Thesis
28. Guskaroska, A. (2019). ASR as a tool for providing feedback for vowel pronunciation practice. Graduate Theses and Dissertations. 17020. https://lib.dr.iastate.edu/etd/17020
29. Guskaroska, A. (2017). L1 influence in the use of the indefinite article in the English language of Macedonian speakers. [Unpublished MA thesis]. Faculty of Foreign Languages. FON University, Skopje, N. Macedonia.
PhD Dissertation
30. Guskaroska, A. (2024). Exploring technology acceptance of ASR for pronunciation learning. Graduate Theses and Dissertations. https://dr.lib.iastate.edu/handle/20.500.12876/jw27Ebev
Research Work in Progress
31. Goodale, E., Guskaroska, A., Dux Speltz, E., Tan, A., Kurt, S. (submitted for publication). Discourse analysis of masked and unmasked speech of native and nonnative speakers of English. Text and Talk
32. Guskaroska, A., & Levis, J. (manuscript in progress). Measuring Knowledge Needed for Pronunciation Teaching and Technology Use: Developing and Validating a Survey. Language Teaching Research
33. Guskaroska, A., (in progress). Exploring educators’ perceptions of ASR feedback for pronunciation practice. Journal of Academic Language and Learning
34. Kurt, S., Chapelle, C., Guskaroska, A. et al. (research in progress). ChatGPT Personas - Discourse Analysis of GenAI Conversations
Conferences & Symposiums
Conferences & Symposiums
Pronunciation for Second Language Learning and Teaching Conference: Teaching Pronunciation with Confidence: A New Pronunciation Teacher’s Resource, Guskaroska Agata, Zawadzki Zoe, Levis John, Challis Kate, & Prikazchikov Maksim
Pronunciation for Second Language Learning and Teaching Conference: Teaching Pronunciation with Confidence: A New Pronunciation Teacher’s Resource, Guskaroska Agata, Zawadzki Zoe, Levis John, Challis Kate, & Prikazchikov Maksim
Pronunciation for Second Language Learning and Teaching Conference: Exploring Technology Acceptance of Automated Speech Recognition
Pronunciation for Second Language Learning and Teaching Conference: Exploring Technology Acceptance of Automated Speech Recognition
Pronunciation for Second Language Learning and Teaching Conference: Measuring Knowledge Needed for Pronunciation Teaching and Technology Use: Developing and Validating a Survey. Guskaroska Agata & John Levis, West Lafayette, Indiana
Pronunciation for Second Language Learning and Teaching Conference: Measuring Knowledge Needed for Pronunciation Teaching and Technology Use: Developing and Validating a Survey. Guskaroska Agata & John Levis, West Lafayette, Indiana
Invited presentation: Symposium - Second language speech learning: Balancing big data and individual learning trajectories. Validity in Surveys: Ensuring Questions Measure What They Intend to Measure.
Invited presentation: Symposium - Second language speech learning: Balancing big data and individual learning trajectories. Validity in Surveys: Ensuring Questions Measure What They Intend to Measure.
6th International Conference on English Pronunciation: Issues and Practices (EPIP 6). Macedonian teachers’ perspectives on English pronunciation teaching in EFL context, Lazroska Aleksandra & Guskaroska Agata, Skopje, North Macedonia
6th International Conference on English Pronunciation: Issues and Practices (EPIP 6). Macedonian teachers’ perspectives on English pronunciation teaching in EFL context, Lazroska Aleksandra & Guskaroska Agata, Skopje, North Macedonia
Technology for Second Language Learning and Teaching Conference: Research for course design in a global online language teacher education course. Ames IA
Technology for Second Language Learning and Teaching Conference: Research for course design in a global online language teacher education course. Ames IA
Colloquium: Visona, M., Chapelle, C., Alharthi, A., Bordbarjavidi, F., Elnegahy, S., Guskaroska, A., Jin, H., Kurt, S., Karatay, Y., Hegelheimer, V., Yang, J. (2022, October),
Colloquium: Visona, M., Chapelle, C., Alharthi, A., Bordbarjavidi, F., Elnegahy, S., Guskaroska, A., Jin, H., Kurt, S., Karatay, Y., Hegelheimer, V., Yang, J. (2022, October),
ALT 15th Virtual Conference, 2020
ALT 15th Virtual Conference, 2020
CONFERENCE PRESENTATIONS
1. Guskaroska, A. (2025, May). Beyond technological advancements: Technology acceptance as the true challenge in pronunciation ASR tools. CALICO. San Diego, California
2. Guskaroska, A. (2024, September). Exploring Technology Acceptance of ASR. Pronunciation in Second Language Learning and Teaching (PSLLT). Ames, Iowa
3. Guskaroska, A. (2024, March). Exploring Educators' and Students' Technology Acceptance. TESOL International Convention. Tampa, Florida
4. Guskaroska, A. (2023, October). Exploring Acceptance of ASR Tools for Pronunciation Learning: ChatGPT for qualitative data analysis. Technology for Second Language Learning Conference. Ames, Ia
5. Guskaroska, A., & Levis, J. (2023, September). Measuring Knowledge Needed for Pronunciation Teaching and Technology Use: Developing and Validating a Survey. Pronunciation in Second Language Learning and Teaching (PSLLT) 2023, West Lafayette, Indiana.
6. Jiang, Sh., & Guskaroska, A. (2023, September). Regional Variation in Chinese Learners’ English Pronunciation Errors: A Synthetic Review. Pronunciation in Second Language Learning and Teaching (PSLLT) 2023, West Lafayette, Indiana.
7. Alnafisah, M., Zawadzki, Z., Guskaroska, A., Goodale, E., Levis, J., & Nagle, Ch. (2023, September). Immersion and oral language development: The roles of language experience and individual differences. Pronunciation in Second Language Learning and Teaching (PSLLT) 2023, West Lafayette, Indiana.
8. Visona, M., Chapelle, C., Alharthi, A., Bordbarjavidi, F., Elnegahy, S., Guskaroska, A., Jin, H., Kurt, S., Karatay, Y., Hegelheimer, V., Yang, J. (2022, October). Research for course design in a global online language teacher education course. Colloquium. Technology for Second Language Learning and Teaching Conference, Ames, IA.
9. Zawadzki, Z., & Guskaroska, A. (2022, June). Is PBLL the hidden gem in pronunciation teaching: A systematic review, Pronunciation in Second Language Learning and Teaching (PSLLT) 2022, St. Catharine’s, Canada.
10. Beckett, G., Guskaroska, A., Beck, J., & Zawadzki, Z., (2022, March). Project-based language teaching tools for form/function, reflection, and assessment. TESOL 2022. Virtual.
11. Anders, A., Walton, A., Cabada, C., Deam, N., Dux Speltz, E., Guskaroska, A., Everett, R., Muhammad, A., Payton, C., Weber, J. (2022, March). Human-centered design for inclusive mentoring of graduate teaching assistants. The Thomas L. Hill Iowa State Conference on Race and Ethnicity (ISCORE). ISU. Virtual.
12. Guskaroska, A., Dux Speltz, E, Tan, A., Goodale, E., & Kurt, S. (2021, June). “Say that again?” An exploratory study of face coverings and speech perception for native and nonnative speakers of English. Pronunciation for Second Language Learning Technology (PSLLT) Conference 2021. Virtual.
13. Guskaroska, A., Dux Speltz, E, Tan, A., Goodale, E., & Kurt, S. (2021, October). The role of face coverings of native and nonnative raters’ perception of speech. 2021. Midwest Association of Language Testers (MwALT). Virtual
14. Beck, J., Beckett, G. H., Bordbarjavidi, F., Garib, A., Guskaroska, A., Sollier, N., Yang, J. & Zawadzki, Z. (2021, August). Maximizing technology use in project-based learning: Looking back and moving forward. Eurocall, 2021. Virtual.
15. Guskaroska, A., Dux Speltz, E., Zawadzki, Z., & Kurt, S. (2020, September). Students’ Perspectives on Emergency Remote Teaching in a Writing Course during COVID-19, MIDTESOL, Des Moines, IA
16. Kochem, T., Guskaroska, A. & Elliott, T. (2019, September). The Translation of Coursework into Application: A Case Study, Pronunciation for Second Language Learning Technology (PSLLT) Conference. Flagstaff, Arizona
17. Lazoroska, A., & Guskaroska, A. (2019, September). Pronunciation in EFL classrooms: A study of the Macedonian teachers’ training, attitudes and practices. Pronunciation for Second Language Learning Technology (PSLLT) Conference. Flagstaff, Arizona
18. Guskaroska, A. & Elliott, T (2019, September). Diaspora language maintenance: An exploratory study of digital tools for the Macedonian language. Technology for Second Language Learning (TSLL) Conference. Ames, IA.
19. Guskaroska, A. (2019, May). Automated Speech Recognition as a tool for providing feedback for vowel pronunciation practice, 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6). Skopje, North Macedonia
20. Lazoroska, A., & Guskaroska, A. (2019, May). Macedonian teachers’ perspectives on English pronunciation teaching in EFL context, 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6). Skopje, North Macedonia.
21. Guskaroska, A. (2019, April). ASR as a tool for vowel pronunciation practice, Graduate and Professional Students Research Conference (GPSCR). Ames, IA
22. Guskaroska, A., & Taylor, J. (2019, April). Gendered Items in Pop and Country Music from the 90s to Now: Corpus-based Intestigation. Graduate and Professional Students Research Conference (GPSCR). Ames, Iowa
23. Bordbarjavidi, F., & Guskaroska, A. (2019, April). Lexical Bundles in Academic Writing: A comparison of advanced Iranian and Native English writers. Graduate and Professional Students Research Conference (GPSCR). Ames, IA
24. Guskaroska, A. (2018, September). The Potential of the ASR program for facilitating vowel pronunciation practice for Macedonian learners. Pronunciation for Second Language Learning Technology (PSLLT) Conference. Ames, IA
25. Guskaroska, A. & Taylor, J. (2018, September). A Corpus-based analysis of gendered items in pop and county music from the 90s to now. Technology for Second Language Learning (TSLL) Conference. Ames, IA.
26. Bordbarjavidi, F. & Guskaroska, A. (2018, September). Corpus-based investigations on the use of Lexical Bundles in Iranian NNS Academic Writing. MIDTESOL Conference. Kansas City, Missouri.
27. Guskaroska, A., & Elliott, T. (2018, March). The Ultimate Guide for Surviving Your First Semester at Iowa State University, Graduate and Professional Students Research Conference (GPSCR). Ames, IA
28. Guskaroska, A. & Elliott, T (2018). Digital tools for diaspora language maintenance for young children in English-speaking Countries: An exploratory study of Macedonian language. Participation, Equity and Inclusion: L2DL Digital Literacies (L2DL) Symposium
INVITED PRESENTATIONS
1. Guskaroska, A. (2023, October). Validity in Surveys: Ensuring Questions Measure What They Intend to Measure. Symposium: Second language speech learning: Balancing big data and individual learning trajectories. Ames, Ia
2. Chapelle, C., Visona, M., Bordbarjavidi, F., Beck, J., Guskaroska, A., Jin, H., Kurt, S., Karatay, Y., Hegelheimer, V., Yang, J. (2022, October). Research for Course Design in a Global Online Language Teacher Education Course. Applied Linguistics and Technology Brown Bag Colloquium Series, Ames, Ia.
3. Guskaroska, A., (2022, November). Second language learning: My journey as a learner, teacher & researcher. University American College Skopje – UACS, N. Macedonia. Online.
4. Guskaroska, A., & Milstead, J., (2022, April). Funding opportunities for graduate students. Nationally Competitive Awards and Scholarships Graduate Student information session. Online.
5. Guskaroska, A. & Kochem, T. (2022, February). Grants for Graduate Students. Applied Linguistics and Technology Brown Bag Colloquium Series, Ames, Ia.
6. Zawadzki, Z., Dux Speltz, E., Guskaroska, A & Kurt, S. (2021, January). Students’ Perspectives on Emergency Remote Teaching in a Writing Course during COVID-19. Ohio State University.
7. Guskaroska, A. (2020, November). Fulbright Alumna Guest Speaker with a representative from the US Embassy in North Macedonia (Gazmend Ilazi), American Corner Struga (Facebook livestream). Online.
8. Guskaroska, A. (2018, December). The Use of Facebook in the EFL classroom. Professional Development Series for EFL Teachers. Online. American Corner Struga, North Macedonia
9. Guskaroska, A. (2018, 2020, November). How to turn coursework in conference presentation and publications. Sociolinguistic Class (English 514), a panel discussion, Ames, Iowa.
10. Guskaroska, A. (2019, June). My Fulbright Experience, tips and guidance for a successful application. American Corner Struga, North Macedonia. (in person and Facebook livestream).
SEMINARS & WORKSHOPS PRESENTATIONS
1. Guskaroska, A., & Saneie, M., (2023, October). Beginning a Scientific Argument in your Introduction. Research writing seminar series. Virtual.
2. Guskaroska, A., & Nuttall, C., (2023, October). Preparing Grant Proposals for NSF. Grant Writing Series.
3. Guskaroska, A., (2023, March). Creating your Diversity Statement. Job Application Materials Seminar Series. Virtual.
4. Guskaroska, A., (2023, February). Grant writing practice for postdocs, Postdoc Success Program. Virtual
5. Guskaroska, A., & Lawrence, A., (2022, October). Writing the Literature Review. Research writing seminar series. Virtual.
4. Guskaroska, A., & Lawrence, A., (2022, November). Preparing Grant Proposal for NSF. Grant writing seminar series. Virtual
5. Guskaroska, A., (2022, October). Job application materials, Postdoc Success Program. Virtual.
Page updated
Report abuse