What is it about?
How EFL students practiced pronunciation self-regulated learning and what beliefs they hold about it.
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Why is it important?
The past three decades have witnessed growing interest in pronunciation research focused on a range of topics such as the effects of explicit phonetic instruction on second/foreign language (L2) learners’ pronunciation uptake, teachers’ pronunciation teaching practices and beliefs, pronunciation representation in prescribed textbooks, and L2 students’ perceptions of their teachers’ pronunciation instruction. However, L2 learners’ beliefs and practices regarding pronunciation self-regulated learning (PSRL) is under-explored. Thus, this study adds a missing piece to the larger picture of global pronunciation research.
Perspectives
Students demonstrated a strong commitment to self-practicing English pronunciation and that their PSRL practices centered on segmental features through listen-and-repeat activities from YouTube pronunciation lesson videos and textbook audio-recordings. While students believed PSRL had a positive impact on their own pronunciation, they expressed a strong need for explicit phonetic instruction to guide their self-practice, followed by teachers giving feedback on their pronunciation.
Loc Nguyen
University of Economics Ho Chi Minh City
Read the Original
This page is a summary of: EFL students’ beliefs and practices regarding pronunciation self-regulated learning, Journal of Second Language Pronunciation, November 2024, John Benjamins,
DOI: 10.1075/jslp.24018.ngu.
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