Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education

Nguyen, Loc Tan; Hung, Bui Phu; Duong, Uyen Thi Thuy; Le, Tu Thanh

doi:10.3389/fpsyg.2021.739842

Cited by 4 publications

(1 citation statement)

References 40 publications

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“…In L2 contexts, both teachers and students agree that the development of oral communication abilities is an important aspect for L2 learners (Singay, 2020). Further, researchers argue that pronunciation is an essential element of L2 learners' communicative competence (Nguyen et al, 2021). From the view point of standard English ideology, the possibility of L2 learners to pronounce English words perfectly has been ruled out because L1 and L2 learners of English always vary in various aspects including pronunciation of English words (Crystal, 2003).…”

Section: B Related Studiesmentioning

confidence: 99%

The Effect of Discussion Method of Teaching on Nigerian Secondary School Students’ Performance in English Test of Orals

Wakkai¹,

Mahfoodh²

2023

jltr

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Test of Orals is an aspect of English Language, a requisite subject for Nigerian secondary school students to pass at a credit level before gaining admission for university education. However, increasing failure in the performance of the Nigerian secondary students in the English Language has been attributed to the consistent poor performance in the aspect of Test of Orals. Consequently, this mixed-methods research examined the effect of the discussion method of teaching on the Nigerian secondary students’ performances in the Test of Orals. An intact class of 24 students were pretested, and then posttested after an intervention. Students’ performances in the pretest and posttest were quantitatively analysed via paired sample t-test. This was followed by collecting qualitative data from the tested students by interview on how they perceive the effect of the discussion method of teaching. While the quantitative result generally revealed that the discussion method of teaching was effective in improving the students’ performances in the ‘Test of Orals’, the qualitative result revealed that the intervention programme was effective as it made the English Language course interesting. Thus, it is recommended that discussion method of teaching can be used to help students improve their performances in ‘Test of Orals.

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Section: B Related Studiesmentioning

confidence: 99%

The Effect of Discussion Method of Teaching on Nigerian Secondary School Students’ Performance in English Test of Orals

Wakkai¹,

Mahfoodh²

2023

jltr

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Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching

Burri

2023

Profile: Issues Teach. Prof. Dev.

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The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers’ provision of oral corrective feedback meets the students’ preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers’ practices and students’ perceptions. Factors such as the curriculum, instructors’ beliefs about second language learning, and their confidence play a role in this discrepancy.

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R.F.L.E.C.T: Enhancing Vietnamese EFL Undergraduates' Pronunciation Proficiency

Nhat,

Hien

2024

Preprint

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This research employs reflective writing to aid Vietnamese EFL tertiary-level learners in deepening their understanding of English pronunciation by gaining insights into their individual learning experiences. Using an explanatory mixed-methods design, the study involved 94 English-major undergraduates. Quantitative dataset included students’ test scores to assess the learners’ pronunciation ability and the impact of reflective practice on their proficiency in this area. Qualitative dataset consists of the learners’ reflective writings, the thematic analysis of which elucidates the learners’ pronunciation problems, shedding light on their learning journey, specifically their general attitude towards English pronunciation development, the challenges they encounter, the teachers’ instructional approaches, the social and educational context, and the resources, and their voices on how to improve English pronunciation in a foreign context. Results affirm the positive effects of reflective writings on learning outcomes, highlighting students’ active engagement in their educational environment. The study discusses the key values of reflection in higher education using the acronym R.F.L.E.C.T (Realization, Facilitation, Learning, Enhancement, Empowerment, Critical Thinking, andTransformation). While conducted in the context of EFL education in Vietnam, the findings contribute significantly to the international literature on reflective practices, particularly in the teaching and learning of English pronunciation among EFL/ESL learners.

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Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education

Cited by 4 publications

References 40 publications

The Effect of Discussion Method of Teaching on Nigerian Secondary School Students’ Performance in English Test of Orals

The Effect of Discussion Method of Teaching on Nigerian Secondary School Students’ Performance in English Test of Orals

Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching

R.F.L.E.C.T: Enhancing Vietnamese EFL Undergraduates' Pronunciation Proficiency

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