Angel Añorga

Teaching at heart...

"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." Nelson Mandela

Throughout my years of experience as an educator, particularly as an applied linguist, I have discovered that one of the critical components in this field (and other fields by replication) is to assist students in impacting and empowering their world with new knowledge acquired in the physical or virtual classroom. When students contextualize what they learned, they relate the purpose of learning to their needs, goals, personal interests, and immediate surroundings. Nothing is more challenging and dull but an education that distances from the unique world of each student. Thus, my pedagogical craft evolves as student needs and contexts change; it is easier to teach when I hear what they (students) have to say about the subject, and my pedagogy - remarkably, when they (students) talk about themselves and who they are. Indeed, they enhance my classroom, but more importantly, they enrich me as a person, first and then as someone who facilitates education. With this in mind, I start class every day excited to evolve and expectant to see them grow and succeed. Ultimately, we all grow together. Teaching at heart is to guide them to fly away beyond the subject, beyond the biases and stereotypes, beyond the status quo and its limiting factor. Teaching "is believing" or "having faith" that they will get where they want to be.  

Being someone whose own education was shaped in important ways by studying abroad in both the United States and Europe, I have always felt strongly about giving our students similar opportunities to learn beyond the classroom. Over the years, I have dedicated a great deal of time and energy to creating study abroad experiences for UCBA students because I believe that authentic experiences abroad can help students grow academically, personally, and culturally.

With that in mind, I created from the ground up both the UCBA Peru Study Abroad Program and the UCBA Spain Study Abroad Program. I have also had the privilege of leading these programs and seeing firsthand how meaningful they can be for students. Their participation, enthusiasm, and growth have continually reminded me why this work matters. For me, study abroad is not simply an additional academic experience; it is another way of helping students expand their world, challenge themselves, and continue becoming the people they hope to be.


Research at heart...

"If we knew what we were doing, it would not be called research, would it?." Albert Einstein

Research at heart is to find answers to the question, "who am I?" That is the starting point, at least. Once we know the minimum about ourselves, we bring who we are and where we come from into the research field. That is when research starts to make sense, at least for the time a spark lasts.

My interest in second language pronunciation began during my undergraduate studies in Peru, in an English Phonology course taught by Dr. Yony Cárdenas Cornelio, an extraordinary and inspiring educator and linguist at the Universidad Nacional Mayor de San Marcos in Lima. I was fascinated by the fact that, as human beings, we learn to articulate sounds long before we learn to write. My own experience learning English beginning in sixth grade, and later continuing my language studies over the years, gradually led me to connect subject-specific research with classroom practice. That connection continues to shape the way I teach and the questions I pursue as a researcher.

Pronunciation remains one of my central areas of interest because I believe that when students feel more confident in how they sound, they may also become more willing to speak and participate in the target language. I am particularly interested in developing innovative approaches to pronunciation instruction through a Cognitive Phonology framework and a usage-based perspective. As an applied phonetician, I encourage students to become more aware of their own pronunciation, reflect on their progress and challenges, and receive individualized feedback that can help them continue improving. More recently, I have also focused on the use of Computer-Assisted Language Learning, including artificial intelligence, as a way to create additional opportunities for pronunciation practice and meaningful interaction.

My research interests have also expanded beyond pronunciation. I have dedicated time to examining how language tasks and experiences abroad may influence students’ perceptions of self-efficacy in study abroad contexts. In my own teaching, I am currently implementing classroom-based research practices that allow students to interact with AI-mediated personas representing different parts of the Spanish-speaking world. These activities give students opportunities to practice language in meaningful contexts while also allowing me to explore how technology may influence confidence, engagement, and perceptions of authentic interaction.

Most recently, my work with mixed methods research has opened another important area of inquiry for me. In studying how mixed methods research is used across different disciplines, I became increasingly interested in the ways disciplinary traditions shape how researchers combine quantitative and qualitative approaches. That work has sparked a desire to continue investigating mixed methods research itself, particularly questions related to research design, integration, sampling, and how methodological choices differ across fields.

Across these areas, a common thread continues to guide my work: I am interested in research that grows out of real teaching and learning experiences and that can, in turn, improve what happens in the classroom. My goal is not only to study language learning, but to use research as a way to better understand my students, refine my teaching, and create learning experiences that help them become more confident, engaged, and independent language users.

Doctor of Education (Ed.D.), Second Language Studies: University of Cincinnati (Applied Linguistics, Second Language Acquisition - Dissertation Adviser: Holly Johnson PhD - Dissertation Title: "Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad")

Master of Education (M.Ed.): University of Granada, Spain. (Teaching & Learning Spanish Language and Culture)

Master of Arts (M.A.): University of California, San Diego. (Spanish Linguistics)

Bachelor of Arts in Education (B.A.Ed.): National University of San Marcos, Lima, Peru,, (English - Spanish Education)

Mixed Methods Research: How do we integrate quantitative and qualitative data effectively?
Cognitive Phonology and Second Language Pronunciation: How do Cognitive Phonology principles assist the development of second language pronunciation?
Task-Based Language Learning in the Classroom or at the Study Abroad Context: How can language learners abroad or in the classroom participate in task-based activities to develop language skills?
Best Practices in Technology Enhanced Learning: What makes eLearning effective?
Computer-Assisted Language Learning (CALL) and Second Language Pronunciation:  What are effective ways to aid second language pronunciation through CALL?
Artificial Intelligence (AI) and Language Learning:  Why do learners feel more confident interacting with a Chatbot as a language learning medium than with an in-person instructor?

Peer Reviewed Publications

Añorga, A. (2024. ) Sampling mixed methods approaches in study abroad language learning research: a review exploring definitions and rationales. ICERI2024 Proceedings, 3391-3399 .

Añorga, A. (2021. ) Implementing task-based language interactions in a short-term study abroad program. Proceedings, 978 (84), 7621-7625 Spain: INTED2021.

Añorga, A. (2021. ) Unveiling the invisible online instructor: A self-study and auto-ethnography to improve instructor’s presence in online classes. Proceedings , 978 (84), 7827-7831 Spain: INTED2021.

Añorga, A. G. (2016. ) Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438207 .

A. Añorga, R. Benander (2015. ) Creating a Pronunciation Profile of First Year Spanish Students.Foreign Language Annals, , 48 (3 ) ,434-446 More Information

A. Woods, A. Añorga, T. Roig-Torres (2012. ) The Dilemma of Once-a-Week Courses: Challenges and Suggested Adjustments .AURCO Journal, , 18 ,140 - 151

Añorga, A. (2012. ) The TESOL journey: how did we get where we are?. Ohio TESOL Journal , 4 (3), 4-8.

Poster Presentations

A. Añorga (2018. ) “International Students' Language and Cultural Barriers: Self-Efficacy Perceptions” . Ohio TESOL Annual Conference in conjunction with the Lau Resource Center, Ohio Department of Education, “Breaking Through Language Barriers: Success Across Content.” Columbus, OH. .

A. Añorga (2017. ) “Self-efficacy and ESL International Students” . Indiana TESOL Annual Conference, “Action and Advocacy in an Age of Uncertainty.” Indianapolis, IN. .

Paper Presentations

A. Añorga (2021. ) “Unveiling the Invisible Online Instructor: A Self-Study and Auto-Ethnography to improve Instructor’s Presence in Online Classes" . 15th annual International Technology, Education and Development Virtual Conference (INTED2021). Valencia, Spain.

A. Añorga (2021. ) “Implementing Task-based Language Interactions in a Short-term Study Abroad Program” . 15th annual International Technology, Education and Development Virtual Conference (INTED2021). Valencia, Spain.

M. Apalategui, A. Añorga (2019. ) “Teaching with the Pace Model” . Foreign Language Council of San Diego - Annual World Language Jamboree: World Language Teachers Building Communicative Practices Together. San Diego, CA.

A. Añorga (2018. ) “Authentic Tasks in Multiple Language Learning Contexts: Fostering Negotiation of Meaning with Native Speakers” . EDULEARN18 - 10th Annual International Conference on Education and New Learning Technologies. Palma de Mallorca, Spain. With M. Benedetti.

A. Añorga (2015. ) “Self-efficacy in Short-term Language Study Abroad Programs” .American Council on the Teaching of Foreign Languages (ACTFL) Annual Conference. San Diego, CA.

A. Añorga, R. Benedetti (2015. ) "Research-based Teaching Strategies to Improve Pronunciation" .American Council on the Teaching of Foreign Language (ACTFL) Annual Conference. San Diego, CA.

A. Añorga (2014. ) "Transforming the Language Lab into a Collaborative Learning Center: A Plan of Renovation" . Computer Assisted Language Instruction Consortium (CALICO) with International Association of Language Learning and Technology (IALLT) Annual Conference “Open, Online, Massive: The Future of Language Learning" Ohio University, Athens, Ohio.

A. Añorga, B. Mallory, A. Lundstedt (2013. ) Expanding the Classroom: Engaging Students Beyond the Four Walls . International Society for Exploring Teaching and Learning (ISETL) Annual Conference. Orlando, FL.

A. Añorga, E. Bethuy (2012. ) Implementing Manipulated Animations as Pedagogical Tools . International Society for Exploring Teaching and Learning (ISETL) Annual Conference. San Antonio. TX.

A. Añorga (2012. ) Metacognitive Application of Computer Assisted Language Learning (CALL) to Improve L2 Pronunciation . Computer Assisted Language Instruction Consortium (CALICO) with International Association of Language Learning and Technology (IALLT) Annual Conference “Open Education: Resources and Design for Language Learning.” University of Notre Dame, South Bend, IN.

A. Añorga, B. Mallory, H. Moore, R. Benander (2011. ) Experiential Learning as a Form of Professional Development for Pedagogical Innovation. International Society for Exploring Teaching and Learning (ISETL) Annual Conference. San Diego, CA.

A. Añorga (2011. ) "Qualitative Study of Short-term Foreign Language Study Abroad Programs: From Profile Evaluation to Creating Rubrics" . International Society of Language Studies (ISLS) Annual Conference. Oranjestad, Aruba.

A. Añorga (2010. ) Analysis of the Effect of the Application of Integrated Performance Assessment (IPA) in the Spanish Classroom . The American Association of Teachers of Spanish and Portuguese (AATSP) Annual Conference. Guadalajara, Mexico.

A. Añorga (2010. ) "Once-a-week Foreign Language Classes: Effective Ways of Dealing With The Gap Between Sessions" . American Council on the Teaching of Foreign Language (ACTFL) Annual Conference Boston, MA.

2011 Diversity is Beautiful Award and Teaching Excellence University of Cincinnati, Blue Ash College

American Council on the Teaching of Foreign Languages (ACTFL),

Modern Languages Association (MLA),

American Association of Teachers of Spanish and Portuguese (AATSP)

American Association of Applied Linguistics (AAAL),

Ohio TESOL (OTESOL),

International Society for Exploring Teaching and Learning (ISETL),

Ohio Foreign Language Association (OFLA),

American Educational Research Association (AERA),

English Phonology

Research in Second Language Pronunciation

All levels of Spanish

All levels of English as a Foreign Language

Language Assessment and Evaluation

Spanish Film and Culture

Medical Spanish

2021 12th Annual Pronunciation in Second Language Learning and Teaching (PSLLT) Conference Virtual (with synchronous interaction). Brock University, Ontario, Canada Type:Conference Attendance

2018 Georgetown University Round Table (GURT) “Approaches to Discourse.” Georgetown University, Georgetown, Washington, D.C. Type:Conference Attendance

2017 Georgetown University Round Table (GURT) “Variable Properties: Their Nature and Acquisition.” Georgetown University, Georgetown, Washington, D.C Type:Conference Attendance

2017 4th International Workshop on Sound Change. School of Linguistics at the University of Edinburgh, Edinburgh, Scotland (U.K.) Type:Conference Attendance

2015 Georgetown University Round Table (GURT): " Diversity and Super-Diversity: Sociocultural Linguistic Perspectives in Language Teaching" Georgetown University, Washington, DC Type:Conference Attendance

2014 Georgetown University Round Table (GURT) "Usage-based Approaches to Language, Language Learning and Multilingualism." Georgetown University, Washington, DC Type:Conference Attendance

2012 European Computer Assisted Language Learning (EUROCALL): Annual Conference "CALL: Learning and Knowing." University of Gothenburg, Gothenburg, Sweden Type:Conference Attendance

2011 European Computer Assisted Language Learning (EUROCALL): Annual Conference "The CALL Triangle: Student, Teacher and Institution." University of Nottingham, Nottingham, UK Type:Conference Attendance