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Volume 10, Issue 2
  • ISSN 2215-1931
  • E-ISSN: 2215-194X
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Abstract

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.

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2024-10-31
2024-12-12

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/content/journals/10.1075/jslp.22026.zha
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Language teacher self-efficacy beliefs for pronunciation instruction
Journal of Second Language Pronunciation 10, 154 (2024); https://doi.org/10.1075/jslp.22026.zha
/content/journals/10.1075/jslp.22026.zha
/content/journals/10.1075/jslp.22026.zha
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  • Article Type: Research Article
Keyword(s): English as a second language (ESL); language teacher self-efficacy (LTSE); pronunciation instruction; pronunciation proficiency; teacher language proficiency

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