The Relationship between English Pronunciation Self-Concept and English Learning

Abstract

ABSTRACT. English pronunciation self-concept refers to self-evaluation of a person's English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu's (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to assess students general English performance and their pronunciation proficiency two kinds of tests were taken by the participants. Descriptive statistics was used to turn the raw data to the interpretable forms. The analysis revealed statistically significant correlation between English pronunciation self-concept and global English self-concept with in turn leads to efficient English language performance. However, negative correlation is obtained regarding English classroom anxiety and English pronunciation self-concept. Because of facilitating role of pronunciation self-concept in English language acquisition, the findings of the present study suggest that due attention should be paid on the English pronunciation self-concept in foreign language learning teaching-learning environments.

The Comparison of the Self-Concept between Introvert and Extrovert Students in Improving Speaking Skills

“…Another study supports the current one by Rahmawati (2010, as cited in Hamka, 2021), who found that self-concept correlates to students' speaking skills. Other researchers who conducted similar studies found a correlation between English selfconcept and English performance (Talebzadeh & Gholami, 2015;Wang, 2013;Tang et al, 2013;Liu, 2009). Furthermore, it is also evident in specific research that the English pronunciation selfconcept correlated significantly to the global English self-concept, which relatively leads to a high correlation to English performance (Talebzadeh & Gholami, 2015;Tang et al, 2013).…”

“…Their similar studies have concluded a high correlation between English self-concept and English achievement. Furthermore, it is also evident in specific research that the English pronunciation self-concept correlated significantly to the global English self-concept, which relatively leads to a high correlation to English performance (Talebzadeh & Gholami, 2015;Tang et al, 2013). However, the high positive results contradict Er's study (2012), which finds no correlation between foreign language selfconcept and reading comprehension test achievement.…”

“…Du (2012) implies from the research result that language instructors may attempt to insert the language learning strategies that connect with English self-concept into language instruction to impact their performance. As the two studies imply developing English performance after finding the correlation between English self-concept and learning strategies, other researchers approve of that implication through their actual studies of proving the correlation between English self-concept and English performance (Talebzadeh & Gholami, 2015;Wang, 2013;Tang et al, 2013;Liu, 2009). Their similar studies have concluded a high correlation between English self-concept and English achievement.…”

“…This means that the English self-concept may be in an initial stage and impact teaching and learning; consequently, once the self-concept is formed, it determines the next level of academic performance. The higher the selfconcept level, the higher the level of effective performance and competence to the extent that students may accomplish a task (Talebzadeh & Gholami, 2015;Awan et al, 2011;Sanchez & Roda, 2004). This causal relationship between self-concept and academic performance should maintain a high level of both domains to improve students' speaking ability in English gradually.…”

“…Sikhwari (2014) states the need to investigate the relationship between selfconcept and achievement in specific academic subjects. Similarly, Talebzadeh & Gholami (2015) recommends individual differences added to the relationship between self-concept and achievement to increase teachers' and learners' awareness of the issue and make a difference in students' language development. At the same time, Er (2012) suggests clarification in specific subareas of the academic subject.…”