Pronunciation Teaching Research Articles

Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs

ABSTRACTTechnology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain‐specific theories and technology applications, pronunciation instruction merits particular attention. In this study, the authors investigated how pre‐service teachers’ professional identity and value beliefs shaped their intended use of technology for pronunciation instruction. Five hundred ninety‐seven pre‐service English as a foreign language (EFL) teachers from China participated in this study. Structural equation modeling analysis identified educator identity orientation, learner‐centered orientation, didactic‐pedagogical orientation, and utility value beliefs of technology as significant predictors of technology integration for pronunciation instruction. In addition, results showed that utility value beliefs mediated the associations between professional identity and participants’ intended use of technology. These findings highlight the crucial role of professional identity and value beliefs in pre‐service teachers’ intended use of technology for language instruction. Findings suggest that teacher educators and teacher training programs may prepare innovative educators by fostering broad identity constructs and enhancing pre‐service teachers’ utility value beliefs of technology.

Arabic pronunciation instruction

Abstract This study examined learner beliefs about Arabic pronunciation instruction and how classroom pronunciation practices affect learners’ speech comprehensibility. To this end, 10 native Arabic speakers and 16 English learners of Arabic with two different proficiency levels were recruited: novice high and intermediate, who answered questionnaires and provided samples for pre and posttests of comprehensibility. The results provided a lens through which to see the status of pronunciation instruction in Arabic language classes. The two groups of learners underlined the importance of pronunciation instruction for their learning, complained of a lack of useful pronunciation materials, and reported a desire to enhance their pronunciation accuracy. There was no change in the learners’ pronunciation on the basis of the learners’ pre- and post-test results assessing comprehensibility. Findings are discussed in relation to current research on the teaching of Arabic pronunciation to provide pedagogical implications.

Language teacher self-efficacy beliefs for pronunciation instruction

Abstract Studies on language teachers’ self-efficacy (LTSE) have gained attention in recent years; however, limited research has explored LTSE in specific domains of language instruction, particularly pronunciation. The present study employs a domain-specific survey to measure English as a second language (ESL) teachers’ self-efficacy in pronunciation instruction (PI) in Canadian classrooms. Data from the survey and follow-up interviews were analyzed to explore ESL teachers’ overall self-efficacy beliefs, relationships with language, and pronunciation proficiencies. The findings reveal that ESL teachers in Canada generally report high levels of self-efficacy for teaching pronunciation. While the correlation between general language proficiency and self-efficacy was not significant, the correlation between their pronunciation proficiency and self-efficacy for teaching pronunciation was significant, even though it falls below the benchmark for small effect size.

Pronunciation Patterns and Challenges of the Japanese Long Vowel (Chouon) /ei/ Among Indonesian Students

This study examines the pronunciation patterns of the Japanese vowel sequence /ei/ among 62 students from six universities across six provinces in Indonesia. In Japanese, the vowel sequence /ei/ is commonly neutralized to /e:/. According to Takayama (1992), this neutralization is incomplete in formal or careful speech, where /ei/ is pronounced distinctly as /ei/. Hashimoto (2006) observed that speakers alternate between /ei/ and /e:/, particularly at the ends of sentences. This research explores how Indonesian students, who typically pronounce words according to their written forms, produce the vowel sequence /ei/ in both the initial and final positions of familiar Japanese words. This study was conducted between January to June 2024. Participants were tasked with identifying instances where native Japanese speakers used the long vowel /ei/ in sentences. They then recorded their pronunciations of these words in various positions. The recordings were analyzed using PRAAT software. Results show that native Japanese speakers typically pronounce /ei/ as a long /e:/ with an average duration of 0.173 seconds. In comparison, Indonesian learners pronounced /ei/ in "reizouko" with an average duration of 0.204 seconds and in "yotei" with 0.148 seconds, indicating a tendency for longer pronunciation at the beginning of words. The longest recorded duration was 0.49 seconds, and the shortest was 0.04 seconds, possibly due to hesitation. Furthermore, learners tended to simplify the /ei/ sound, especially at the start or end of sentences. This study highlights the need for targeted pronunciation instruction and additional practice time in Japanese language curricula to address these specific phonetic challenges.

Aptitude, Anxiety, and Success in L2 Speech Development: A Longitudinal Study of Chinese EFL College-Level Learners.

This study examined the second language (L2) speech development of a group of Chinese English as a Foreign Language (EFL) college-level learners (N = 83) and the association between their aptitude, anxiety, and L2 speech development. The performance of the participants' L2 speech, including speech comprehensibility and accentedness, was evaluated using a sentence reading task and a pair of picture description tasks (pre- and post-test). In addition, students completed the LLAMA tests (language learning and aptitude measurement in adults) and the Second Language Speaking Anxiety Scale (SLSAS). The t-test revealed that after one semester of English speaking and pronunciation instruction, the EFL students in the study demonstrated significant gains in their L2 speech performance in terms of accentedness and comprehensibility in both controlled and impromptu tasks. Regression analyses revealed that phonemic coding ability positively predicted gains in comprehensibility but negatively predicted gains in accentedness during sentence reading. In addition, associative memory was positively associated with comprehensibility gains in the picture description task. Anxiety appeared to be a strong predictor of participants' gains in speech comprehensibility and accentedness during the picture description task.

Optimizing Pronunciation Instruction for Vietnamese Learners of English: Applying Optimality Theory and Phonetic Principles in Language Teaching

This study explores the perceived benefits of using phonetic principles in teaching English pronunciation from both teacher and student perspectives. The research examines how incorporating phonetic instruction and Optimality Theory can improve pronunciation accuracy and phonological awareness. Using a mixed-methods approach, the study collected quantitative data through surveys from 57 participants (6 teachers and 51 students) and qualitative insights from focus group interviews with teachers. The results showed that teachers rated the benefits of phonetic instruction higher (mean score of 4.24) compared to students (mean score of 3.31). Teachers highlighted how phonetic principles offer a systematic way to identify and correct pronunciation errors, making teaching more efficient. Students, while recognizing the advantages, faced challenges in grasping some technical aspects, such as using phonetic symbols. However, they acknowledged that their pronunciation and listening skills improved with practice. The study concludes that while phonetic instruction is valuable, more practical and accessible approaches are needed to better support students' learning. These findings provide useful insights for educators looking to enhance pronunciation teaching and suggest areas for further exploration.

Designing L2 pronunciation instruction activities for primary school learners

Abstract This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China. Among the textbooks analyzed, two series are published in English-speaking countries for commercial use, while two are published in China for public schools. The remaining two series are jointly released by Chinese and UK publishers, and are utilized in schools at Shanghai and Hong Kong. Categorizing the PI‑related activities based on the framework by Levis and Echelberger (2022), the author discovered that PI is predominantly integrated into listening and speaking activities. The study highlights the evolving design of PI activities in relation to learners’ ages, reflecting the individual preferences and beliefs of textbook developers. Notably, most of the surveyed textbook series acknowledge the effectiveness of phonics for teaching pronunciation, yet the use of phonetic alphabet remains minimal. Young learners are encouraged to grasp pronunciation rules through exposure and observation rather than through direct “top-down” instruction from teachers. This research provides language educators with additional resources for classroom activities and offers textbook writers diverse insights for material development work in the future.

A STUDY ON THE PERCEPTIONS AND PRACTICES OF ENGLISH-MAJOR STUDENTS ON AFFRICATE AND NASAL SOUNDS AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

This study investigates the pronunciation challenges faced by first-year English major students at the School of Foreign Languages, Can Tho University, Vietnam, specifically focusing on affricate sounds (/dʒ/ and /tʃ/) and nasal sounds (/n/, /m/, and /ŋ/). Utilizing pronunciation recordings analyzed through the Elsa Speak Application, the research involved 31 proficient EFL students. They provided insights into their difficulties with 20 selected English words from their learning materials that included these phonetic elements. The findings reveal widespread mispronunciations, with many students struggling significantly with both affricate and nasal sounds. Based on the data, the study presents targeted recommendations for EFL students, teachers, and curriculum developers to enhance pronunciation instruction and address these specific challenges. This research contributes to understanding the phonetic obstacles faced by EFL learners and emphasizes the need for improved teaching strategies that focus on sound production. By identifying specific difficulties and offering actionable solutions, the study aims to facilitate better pronunciation outcomes for students, ultimately enhancing their overall language proficiency, particularly in listening and speaking English effectively.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0723/a.php" alt="Hit counter" /></p>

Teaching Pronunciation to EFL Learners at the Tertiary Level: Perspectives of Professors at Saudi Universities

This study aimed to provide a novel, focused program for instructing English pronunciation to Saudi EFL university students, grounded upon identified mistake patterns. In addition, to execute the customized curriculum in pronunciation instruction for a group of Saudi EFL students. Furthermore, to evaluate the efficacy of the tailored curriculum by measuring enhancements in pronunciation accuracy. Additionally, to investigate the attitudes and experiences of EFL professors at various Saudi universities regarding the designated pronunciation curriculum using surveys. The researchers adopted the analytical-descriptive research method, utilizing the questionnaire as a tool for collecting data from thirty-three EFL university professors who teach English at different Saudi universities. The main findings of this study were: excessive focus on instructing individual phonemes, prioritization of suprasegmentals; overdependence on standardized evaluations. The significant levels of disagreement suggest that these techniques may not adequately meet the pronunciation requirements of Arabic EFL learners. Allocating time for pronunciation may possess some merit, while its execution necessitates additional investigation. The consensus on communicative instruction suggests potential for this methodology if effectively employed. Technological tools were regarded as beneficial instruments, consistent with studies on computer-assisted pronunciation instruction. The efficacy of customizing curriculum to address faults made by Arabic learners; Emphasis on pronunciation instruction within educational institutions. The main recommendations were adopting communicative instructional methodologies for teaching pronunciation enhances the growth of EFL learners, employing technological equipment acts as advantageous tools in enhancing pronunciation education, and additional comparison investigations and lectures must be undertaken to establish a correlation between the phonological systems of learners' native language and the target language.

CAMBODIAN EFL STUDENTS’ PERCEPTIONS OF FACTORS INFLUENCING PRONUNCIATION

This study aims to explore students’ perceptions of factors influencing pronunciation. The study was designed quantitatively. The purposive sampling method was used, and 50 Cambodian EFL students at the National University of Battambang were selected as the sample. The questionnaire was designed in a semi-structured format. The data was analyzed by SPSS. The result showed that most participants believed learning English from a young age leads to better pronunciation. Interestingly, it indicated that the mother tongue (Khmer) influences English pronunciation since learners find it difficult to produce some sounds, especially the /th/sh/f/v/ sound in English, as these sounds do not exist in the sound system of Khmer. Additionally, the majority of the respondents believed that being exposed to an English-speaking environment, including real communication with English native speakers or access to English-speaking learning media, can enhance pronunciation. Last but not least, it was also assumed that feedback on pronunciation errors and motivation contribute to a positive learning process. Therefore, this study provides insight into effective pronunciation instruction.

Teachers’ and Parents’ Attitudes towards (Native) Pronunciation and the Part Played by Assistant Language Teachers in English Pronunciation Instruction in Japanese Public Primary and Junior High Schools

In Japan, both teachers and learners of English often aspire to achieve a ‘native-like’ pronunciation. While several studies have highlighted this aspiration as problematic, the perspectives of parents and Assistant Language Teachers (ALTs), who may influence young English learners’ beliefs, remain understudied. This study employs a qualitative research method to examine the perspectives of English teachers, ALTs and parents in Japan regarding English pronunciation. It aims to identify the reasons behind their preference for ‘native-like’ pronunciation. Furthermore, the study explores the role of ALTs in promoting the importance of intelligible pronunciation. Through semi-structured interviews, ten participants share their perspectives and experiences. Using phenomenological analysis, the experiences shaping participants’ beliefs are distilled into ten themes. The findings reveal that deficiencies in English proficiency and confidence, recognition of accented speech, the influence of sound model in educational settings and instances of miscommunication with ‘native’ speakers contributed to Japanese participants’ perceptions of themselves as inferior to ‘native’ speakers. Additionally, teachers’ identities and parents’ scepticism about Japanese English teachers’ abilities reinforced the belief that Japanese-accented English is unsuitable for English teachers. To promote the value of intelligible pronunciation, the teachers and ALTs were required to possess knowledge about the instruction of intelligible pronunciation and recognise the equity of different accents. Although this study’s design does not allow for generalisations, it offers valuable insights for those transitioning from the Nativeness Principle to the Intelligibility Principle, considering social factors and personal experiences.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Identifying Pronunciation Challenges for Cantonese EFL Learners: A Focus on Intelligibility

This study investigates the intelligibility of Cantonese-accented English by examining segmental pronunciation errors and their impact on native English listeners’ ability to accurately transcribe spoken sentences. Building on a previous production experiment, this research focuses on identifying which vowel and consonant mispronunciations most hinder intelligibility. Ten native English listeners transcribed 1,000 sentences produced by Cantonese speakers, and transcription accuracy was calculated for each target sound. The results reveal that dark /l/ (e.g., “cold”), final consonants like /g/ (e.g., “bag”), and the vowel /æ/ (e.g., “pan”) had the lowest accuracy rates, while sounds like /n/ (e.g., “no”) and /ʃ/ (e.g., “sheep”) were consistently transcribed correctly. These findings highlight the importance of targeting specific pronunciation difficulties in Cantonese EFL learners to improve intelligibility. The study supports the prioritization of intelligibility over accent reduction in pronunciation instruction, providing practical implications for teaching pronunciation in Cantonese-speaking contexts.

Managing Classroom Practices Involved in English Pronunciation Instruction

Managing Classroom Practices Involved in English Pronunciation Instruction

Pronunciation Difficulties in Cantonese English Learners: A Focus on Segmental Errors

This study investigates the pronunciation difficulties faced by Cantonese-speaking English as a Foreign Language (EFL) learners, focusing on segmental errors in both vowels and consonants. A production experiment was conducted with 13 Cantonese university students, examining their performance on carefully selected minimal pairs embedded in short sentences. The results revealed common pronunciation errors, including the substitution of /æ/ with /ɛ/, final consonant devoicing, and /v/ substituted with /w/. These errors were analyzed in relation to the functional load (FL) principle, which emphasizes the importance of phonological contrasts that contribute most to intelligibility. The findings highlight that errors with high FL values, such as /æ/-/ɛ/ and /p/-/b/, should be prioritized in pronunciation instruction to enhance learners’ overall intelligibility. The study concludes with pedagogical implications for teaching pronunciation more effectively in Cantonese EFL contexts.

Task complexity effects on L2 speech rhythm in spontaneous speech production

Task-based pronunciation teaching studies have shown that the cognitive complexity of a task affects different aspects of second language (L2) speech, such as vowel accuracy and comprehensibility. However, its impact on L2 speech rhythm is still under-researched, especially in spontaneous pronunciation-unfocused tasks. In this study, we first investigated how task complexity influences L2 speech rhythm, and we then explored how L2 speech rhythm metrics might predict global pronunciation proficiency (comprehensibility and accentedness). Eighty-two Spanish/Catalan bilingual learners of English and a control group of eight native speakers (NSs) completed a simple and a complex version of an adapted monologic decision-making task. Oral production data were analysed using well-established rhythm metrics (%V, VarcoV, nPVI-V, and VarcoC), novel distance measures (Euclidean and Mahalanobis distance scores) and ratings from 13 English NSs. Results showed differential task complexity effects on L2 speech rhythm depending on the rhythm metrics and distance measures considered. Additionally, the %V rhythm metric and the Mahalanobis distance measure accounted for a modest amount of variance in both comprehensibility and accentedness scores, with Mahalanobis distances having a more reliable predicting power. The outcomes of this study point to the importance of further examining the role of task complexity in L2 speech rhythm in spontaneous speech and to what extent L2 speech rhythm is related to global measures of L2 pronunciation proficiency. These findings also highlight the need for identifying which rhythm metrics are more suitable to depict L2 speech elicited through different methods, particularly spontaneous speech.

THE IMPORTANCE OF TEACHING ENGLISH PRONUNCIATION BY USING ENGLISH IN MIND TEXTBOOK

Pronunciation is one of the important elements of basic speaking skills. It is related to how human beings produce sounds by using their articulatory organs of speech. Pronunciation plays an important role in communication to avoid pronunciation errors that can lead to misunderstandings in communication between the speaker and the listener. This fact points out that learning pronunciation is very important for English Foreign Language (EFL) and English as a Second Language (ESL) learners. An appropriate English textbook is needed to facilitate learners’ needs as foreign language learners. Indonesia’s Government, through the Ministry of Education and Culture, has appointed English in Mind as one of the main English textbooks for the Independence Curriculum, especially at the Junior High School level. This study aims to analyze the distribution of both consonant and vowel phonemes found in English in Mind, to evaluate the content and to find out whether this book has accommodated all the materials needed by teachers for teaching English pronunciation. In this study, the researcher used a qualitative research methodology that focused on descriptive qualitative. The data is needed by using a literature study and interview. A literature study was used to gather all data required for the analysis of consonant and vowel phoneme distribution. The data are taken from an English in Mind textbook, Students’ Book 1. Meanwhile, the interview was established to get more insight from the English teachers related to the importance of teaching pronunciation, the impact of phoneme differences in Indonesia and English, factors affecting pronunciation learning, pronunciation learning strategies, and the use of English in Mind textbook in teaching English pronunciation. In this research, it was found that some consonant and vowel phonemes in English could not be found at the initial and final of the English in Mind textbook. The consonant and vowel sounds are /ŋ/, /ʒ/, /ʊ/, /u:/, /w/, /j/, /h/, /æ/, /e/, /ɜ:/, /ʌ/, and /ɒ/. Meanwhile, there are all consonant and vowel phoneme sounds found in the middle part. Based on the interview results, all informants agreed that teaching English pronunciation is important to be taught to learners in the classroom. Then, the differences between Indonesian and English phonemes can affect learners’ pronunciation skills. They always include English pronunciation material in every lesson in the classroom. In addition, there are differences from the informants regarding teaching English pronunciation through the English in Mind textbook. Furthermore, all informants shared the same opinion that they had encountered pronunciation mistakes made by learners.

The Effectiveness of Using Talking Stick for Teaching Speaking

This study aims to investigate the effectiveness of Talking Stick Game in teach pronunciation in Junior High School. In this study, an experimental research approach was utilized, and the participants were students in the 8th grade at SMP N 1 Kemangkon, with a total of sixty-four students participating. The data collection method used is a test, which is divided into two, namely pretest and posttest with a sentences and dialog to pronounce for each test instrument. The data analysis technique used was t-test. The null hypothesis (HO) is rejected and the alternative hypothesis (HI) is also rejected. It meant that there was unsignificant difference between the students pronunciation before and after using Talking Stick Game. In brief, Talking Stick Game is not effective ways in teaching pronunciation

ChatGPT for L2 pronunciation teaching and learning

Abstract This article analyses how ChatGPT may be used in L2 pronunciation teaching and learning, especially when explicit pronunciation instruction is integrated into a communicative approach to language teaching. The possible use of ChatGPT for production practice, listening practice, and obtaining explanations and examples of target L2 features is discussed and exemplified. Limitations of the tool for pronunciation work are also discussed alongside some challenges that L2 learners and L2 teachers may face when using the tool. The article concludes that ChatGPT may be incorporated into teachers’ and learners’ array of technology tools for teaching or learning L2 pronunciation. However, ChatGPT should be regarded as a complementary tool to other pronunciation teaching and learning resources. Above all, ChatGPT cannot replace interaction through formal instruction with teachers and other L1 or L2 speakers of English in the development of L2 pronunciation.

Computer-assisted pronunciation training: A systematic review

Abstract This systematic review maps the trends of computer-assisted pronunciation training (CAPT) research based on the pedagogy of second language (L2) pronunciation instruction and assessment. The review was limited to empirical studies investigating the effects of CAPT on healthy L2 learners’ pronunciation. Thirty peer-reviewed journal articles published between 1999 and 2022 were selected based on specific inclusion and exclusion criteria. Data were collected about the studies’ contexts, participants, experimental designs, CAPT systems, pronunciation training scopes and approaches, pronunciation assessment practices, and learning measures. Using a pedagogically informed codebook, the pronunciation training and assessment practices were classified and evaluated based on established L2 pronunciation teaching guidelines. The findings indicated that most of the studies focused on the pronunciation training of adult English learners with an emphasis on the production of segmental features (i.e. vowels and consonants) rather than suprasegmental features (i.e. stress, intonation, and rhythm). Despite the innovation promised by CAPT technology, pronunciation practice in the studies reviewed was characterized by the predominant use of drilling through listen-and-repeat and read-aloud activities. As for assessment, most CAPT studies relied on human listeners to measure the accurate production of discrete pronunciation features (i.e. segmental and suprasegmental accuracy). Meanwhile, few studies employed global pronunciation learning measures such as intelligibility and comprehensibility. Recommendations for future research are provided based on the discussion of these results.