1887
  1. Home
  2. e-Journals
  3. Journal of Second Language Pronunciation
  4. Volume 10, Issue 2
  5. Article
Volume 10, Issue 2
  • ISSN 2215-1931
  • E-ISSN: 2215-194X
USD
Buy:$35.00 + Taxes

Abstract

Abstract

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. The present study examines how Vietnamese tertiary EFL learners practice PSRL and what beliefs they hold about it. Data were collected from a questionnaire completed by 215 EFL students at a Vietnamese public university and semi-structured interviews with ten of the students. Results showed that the 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. The study further showed that the students believed PSRL had a positive impact on their own pronunciation but called for phonetic instruction to guide their self-practice, followed by teachers giving feedback on their pronunciation. Implications for L2 pronunciation instruction and PSRL are discussed.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/jslp.24018.ngu
2024-11-14
2024-12-13

  • From This Site

    /content/journals/10.1075/jslp.24018.ngu
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Alghazo, S.
    (2021) Pronunciation Learning Strategies Used by EFL University Students: A Classroom-Based Investigation. In: Pawlak, M. (eds) Investigating Individual Learner Differences in Second Language Learning. Second Language Learning and Teaching. Springer, Cham. 10.1007/978‑3‑030‑75726‑7_7
     https://doi.org/10.1007/978-3-030-75726-7_7 [Google Scholar]
  2. Al-Jarf, R.
    (2022) YouTube Videos as a Resource for Self-Regulated Pronunciation Practice in EFL Distance Learning Environments. Journal of English Language Teaching and Applied Linguistics, 4(2), 44–52. 10.32996/jeltal.2022.4.2.4
     https://doi.org/10.32996/jeltal.2022.4.2.4 [Google Scholar]
  3. Anderson, N. J.
    (2012) Metacognition: Awareness of language learning. InS. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for Language Learning: Insights from research, theory and pedagogy (pp. 169–187). Palgrave Macmillan. 10.1057/9781137032829_12
     https://doi.org/10.1057/9781137032829_12 [Google Scholar]
  4. Arndt, H. L., & Woore, R.
    (2018) Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(1), 124–142. 10125/44660
     https://doi.org/10125/44660 [Google Scholar]
  5. Bai, B., & Yuan, R.
    (2019) EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134–143. 10.1093/elt/ccy040
     https://doi.org/10.1093/elt/ccy040 [Google Scholar]
  6. Baker, A.
    (2011) ESL teachers and pronunciation pedagogy: Exploring the development of teachers’ cognitions and classroom practices. InJ. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference (pp. 82–94). Iowa State University, USA.
     [Google Scholar]
  7. Bland, J. & Altman, D.
    (1997) Statistics notes: Cronbach’s alpha. PubMed Journal, (7080), 314–275. 10.1136/bmj.314.7080.572
     https://doi.org/10.1136/bmj.314.7080.572 [Google Scholar]
  8. Borg, S.
    (2011) The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. 10.1016/j.system.2011.07.009
     https://doi.org/10.1016/j.system.2011.07.009 [Google Scholar]
  9. Boylu, E., Ustabulut, M. Y., & İnal, E.
    (2022) Grammar-learning beliefs of students who learn Turkish as a foreign language. International Journal of Psychology and Educational Studies, 9(1), 32–50. 10.52380/ijpes.2022.9.1.442
     https://doi.org/10.52380/ijpes.2022.9.1.442 [Google Scholar]
  10. Burri, M. & Baker, A.
    (2021) “I feel … slightly out of touch”: A longitudinal study of teachers learning to teach English pronunciation over a six-year period. Applied Linguistics, 42(4), 791–809. 10.1093/applin/amab009
     https://doi.org/10.1093/applin/amab009 [Google Scholar]
  11. Burri, M., Baker, A., & Chen, H.
    (2017) “I feel like having a nervous breakdown”: Pre-service and in-service teachers’ developing beliefs and knowledge about pronunciation instruction. Journal of Second Language Pronunciation, 3(1), 109–135. 10.1075/jslp.3.1.05bur
     https://doi.org/10.1075/jslp.3.1.05bur [Google Scholar]
  12. Buss, L.
    (2017) The role of training in shaping pre-service teacher cognition related to L2 pronunciation. Ilha do Desterro, 701, 201–226. 10.5007/2175‑8026.2017v70n3p201
     https://doi.org/10.5007/2175-8026.2017v70n3p201 [Google Scholar]
  13. Calka, A.
    (2011) Pronunciation Learning Strategies — Identification and Classification. InPawlak, M., Waniek-Klimczak, E. & Majer, J. (Eds), Speaking and Instructed Foreign Language Acquisition, pp. 149–168. Multilingual Matters. 10.21832/9781847694126‑012
     https://doi.org/10.21832/9781847694126-012 [Google Scholar]
  14. Choi, Y., Zhang, D., Lin, C. & Zhang, Y.
    (2018) Self-regulated learning of vocabulary in English as a Foreign Language. Asian EFL Journal, 20(1), 54–81.
     [Google Scholar]
  15. Couper, G.
    (2017) Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly, 51(4), 820–843. 10.1002/tesq.354
     https://doi.org/10.1002/tesq.354 [Google Scholar]
  16. (2019) Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices. System, 841, 41–52. 10.1016/j.system.2019.04.003
     https://doi.org/10.1016/j.system.2019.04.003 [Google Scholar]
  17. Creswell, J. W., & Clark, V. L. P.
    (2017) Designing and conducting mixed methods research. Sage Publications.
     [Google Scholar]
  18. Creswell, J. W., & Poth, C. N.
    (2017) Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage publications.
     [Google Scholar]
  19. DeVellis, R.
    (2003) Scale Development: Theory and Applications. Sage.
     [Google Scholar]
  20. Derwing, T. M.
    (2018) The efficacy of pronunciation instruction. InO. Kang, R. I. Thomson, & J. Murphy (Eds.), The Routledge Handbook of Contemporary English Pronunciation (pp. 320–334). Routledge.
     [Google Scholar]
  21. Derwing, T. M., & Munro, M. J.
    (2015) Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research (Vol.421). John Benjamins Publishing Company. 10.1075/lllt.42.additional
     https://doi.org/10.1075/lllt.42.additional [Google Scholar]
  22. Dörnyei, Z., & Taguchi, T.
    (2009) Questionnaires in second language research: Construction, administration, and processing. Routledge. 10.4324/9780203864739
     https://doi.org/10.4324/9780203864739 [Google Scholar]
  23. Ellis, R.
    (2008) Learner beliefs and language learning. Asian EFL Journal, 10(4), 7–25.
     [Google Scholar]
  24. Faridah, D., Friatin, L. Y. & Rohayati, D.
    (2022) Optimizing students’ self-regulated learning through English pronunciation application in learning pronunciation during pandemic era. Journal of Applied Linguistics and Literacy, 6(2), 197–211. 10.25157/jall.v6i2.8252
     https://doi.org/10.25157/jall.v6i2.8252 [Google Scholar]
  25. Foote, J. A., & Trofimovich, P.
    (2018) Second Language Pronunciation Learning: An overview of theoretical perspectives. InO. Kang, R. I. Thomson, & J. Murphy (Eds.), The Routledge Handbook of Contemporary English Pronunciation (pp. 75–90). Routledge.
     [Google Scholar]
  26. Foote, J. A., Holtby, A. K. & Derwing, T. M.
    (2011) Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22. 10.18806/tesl.v29i1.1086
     https://doi.org/10.18806/tesl.v29i1.1086 [Google Scholar]
  27. Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S.
    (2016) Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181–196. 10.1080/09571736.2013.784345
     https://doi.org/10.1080/09571736.2013.784345 [Google Scholar]
  28. Ha, X. V. & Murray, C. J.
    (2023) Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 137–167. 10.1177/1362168820931897
     https://doi.org/10.1177/1362168820931897 [Google Scholar]
  29. Hadi, R. & Gao, X.
    (2020) A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University. Cogent Education, 7(1), 182980310.1080/2331186X.2020.1829803
     https://doi.org/10.1080/2331186X.2020.1829803 [Google Scholar]
  30. Henderson, A., Frost, D., Tergujeff, A., & Curnick, L.
    (2012) The English pronunciation teaching in Europe survey: Selected results. Research in Language, 101, 5–27. 10.2478/v10015‑011‑0047‑4
     https://doi.org/10.2478/v10015-011-0047-4 [Google Scholar]
  31. Heriansya, F.
    (2020) The use of self-regulated learning method to develop students’ speaking ability. (Unpublished MA thesis), Muhammadiyah University of Makassar, Indonesia.
     [Google Scholar]
  32. Huang, J. P., & Benson, P.
    (2013) Autonomy, agency and identity in foreign and second language education. Chinese Journal of Applied Linguistics, 36(1), 7–28. 10.1515/cjal‑2013‑0002
     https://doi.org/10.1515/cjal-2013-0002 [Google Scholar]
  33. Jones, T.
    (2018) Pronunciation with other areas of language. InO. Kang, R. I. Thomson, & J. Murphy (Eds.), The Routledge Handbook of Contemporary English Pronunciation (pp. 370–384). Routledge.
     [Google Scholar]
  34. Kartchava, E., & Ammar, A.
    (2014) Learners’ beliefs as mediators of what is noticed and learned in the language classroom. TESOL Quarterly, 48(1), 86–109. 10.1002/tesq.101
     https://doi.org/10.1002/tesq.101 [Google Scholar]
  35. Kim, Y., & Mostafa, T.
    (2021) Teachers’ and students’ beliefs and perspectives about corrective feedback. InH. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 561–580). Cambridge University Press. 10.1017/9781108589789.027
     https://doi.org/10.1017/9781108589789.027 [Google Scholar]
  36. Kooi Lian, C., Kathiyaiah, D., Hani, F., Chanderan, V. & Yunus, M.
    (2021) “Myscene Tube” — A web channel to enhance English speaking skills in an ESL classroom. Journal of Language and Linguistic Studies, 17(3), 1141–1156. 10.52462/jlls.81
     https://doi.org/10.52462/jlls.81 [Google Scholar]
  37. LaVaque-Manty, M., & Evans, M.
    (2013) Implementing metacognitive interventions in disciplinary writing classes. InM. Kaplan, D. LaVaque-Manty, & D. Meizlish (Eds.), Using Reflection and Metacognition to Improve Student Learning: Across the Disciplines, Across the Academy (pp. 122–146). Stylus Publishing.
     [Google Scholar]
  38. Levis, J. M.
    (2015) Learners’ views of social issues in pronunciation learning. Journal of Academic Language & Learning, 9(1), pp. 42–55.
     [Google Scholar]
  39. (2018) Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press. 10.1017/9781108241564
     https://doi.org/10.1017/9781108241564 [Google Scholar]
  40. Little, D.
    (2011) Learner autonomy, self-assessment and language tests: towards a new assessment culture. InB. Morrison (Ed.), Independent Language Learning — Building on Experience, Seeking New Perspectives (pp. 25–39). Hong Kong University Press. 10.5790/hongkong/9789888083640.003.0003
     https://doi.org/10.5790/hongkong/9789888083640.003.0003 [Google Scholar]
  41. Locke, E. A., & Latham, G. P.
    (2006) New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265–268. 10.1111/j.1467‑8721.2006.00449.x
     https://doi.org/10.1111/j.1467-8721.2006.00449.x [Google Scholar]
  42. Murray, G.
    (2014) The social dimensions of learner autonomy and self-regulated learning. Studies in Self-Access Learning Journal, 5(4), 320–341. 10.37237/050402
     https://doi.org/10.37237/050402 [Google Scholar]
  43. Nguyen, L. T. & Burri, M.
    (2022) Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam. International Review of Applied Linguistics in Language Teaching (IRAL), 62(2), 675–691. 10.1515/iral‑2022‑0126
     https://doi.org/10.1515/iral-2022-0126 [Google Scholar]
  44. Nguyen, L. T. & Hung, B. P.
    (2021) Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom. System, 101(2021). 10.1016/j.system.2021.102573
     https://doi.org/10.1016/j.system.2021.102573 [Google Scholar]
  45. Nguyen, L. T., Newton, J.
    (2020) Pronunciation teaching in tertiary EFL classes: Vietnamese teachers’ beliefs and practices. The Electronic Journal for English as a Second Language (TESL-EJ), 24(1), 1–20.
     [Google Scholar]
  46. Nguyen, T. C. L.
    (2009) Learner autonomy and EFL learning at the tertiary level in Vietnam. (Unpublished PhD thesis), Victoria University of Wellington, New Zealand.
     [Google Scholar]
  47. Nguyen, L. T. C., & Gu, Y.
    (2013) Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30. 10.1177/1362168812457528
     https://doi.org/10.1177/1362168812457528 [Google Scholar]
  48. Oxford, R. L.
    (2013) Teaching & researching: Language learning strategies: Routledge. 10.4324/9781315838816
     https://doi.org/10.4324/9781315838816 [Google Scholar]
  49. Palfreyman, D. M.
    (2003) Introduction: Culture and learner autonomy. InD. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures — Language Education Perspectives (pp. 1–19). Palgrave Macmillan. 10.1057/9780230504684_1
     https://doi.org/10.1057/9780230504684_1 [Google Scholar]
  50. Pardede, P.
    (2018) Improving EFL Students’ English Pronunciation by Using the Explicit Teaching Approach. JET (Journal of English Teaching), 4(3), 143–155. 10.33541/jet.v4i3.852
     https://doi.org/10.33541/jet.v4i3.852 [Google Scholar]
  51. Pennington, M. & Rogerson-Revell, P.
    (2019) English pronunciation teaching and Research: Contemporary perspectives. Palgrave Macmillan. 10.1057/978‑1‑137‑47677‑7
     https://doi.org/10.1057/978-1-137-47677-7 [Google Scholar]
  52. Pedrotti, M., Nistor, N.
    (2019) How Students Fail to Self-regulate Their Online Learning Experience. InScheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds), Transforming Learning with Meaningful Technologies, EC-TEL 2019. Lecture Notes in Computer Science, vol 11722. Springer, Cham. 10.1007/978‑3‑030‑29736‑7_28
     https://doi.org/10.1007/978-3-030-29736-7_28 [Google Scholar]
  53. Perry, N. E., & Rahim, A.
    (2011) Studying self-regulated learning in classrooms. InB. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 122–136). Routledge.
     [Google Scholar]
  54. Ryan, R. M., & Deci, E. L.
    (2017) Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. 10.1521/978.14625/28806
     https://doi.org/10.1521/978.14625/28806 [Google Scholar]
  55. Saito, K., & Lyster, R.
    (2012) Effects of form-focused instruction and corrective feedback on L2 pronunciation development of/ɹ/by Japanese learners of English. Language Learning, 62(2), 595–633. 10.1111/j.1467‑9922.2011.00639.x
     https://doi.org/10.1111/j.1467-9922.2011.00639.x [Google Scholar]
  56. Shizuka, T.
    (2008) The effects of a 24-session EFL pronunciation course as reflected in learners’ self-reports. JACET Journal, 471, pp. 67–80.
     [Google Scholar]
  57. Sardegna, V. G.
    (2011) Pronunciation learning strategies that improve ESL learners’ linking. In. J. Levis & K. LeVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, (pp. 105–121). Iowa State University, USA.
     [Google Scholar]
  58. Sardegna, V. G. & McGregor, A.
    (2013) Scaffolding students’ self-regulated efforts for effective pronunciation practice. InJ. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 182–193). Iowa State University, USA.
     [Google Scholar]
  59. Simon, E., & Taverniers, M.
    (2011) Advanced EFL learners’ beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary. English Studies, 92(8), 896–922. 10.1080/0013838X.2011.604578
     https://doi.org/10.1080/0013838X.2011.604578 [Google Scholar]
  60. Thomson, R. I., & Derwing, T. M.
    (2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. 10.1093/applin/amu076
     https://doi.org/10.1093/applin/amu076 [Google Scholar]
  61. Véliz-Campos, M.
    (2018) Pronunciation Learning Strategies, Aptitude, and Their Relationship with Pronunciation Performance in Pre-service English Language Teachers in Chile. Iranian Journal of Language Teaching Research, 6(2), 57–76.
     [Google Scholar]
  62. Vickers, C. H., & Ene, E.
    (2006) Grammatical accuracy and learner autonomy in advanced writing. ELT Journal, 60(2), 109–116. 10.1093/elt/cci097
     https://doi.org/10.1093/elt/cci097 [Google Scholar]
  63. Yabukoshi, T.
    (2021) Self-regulation and self-efficacy for the improvement of listening proficiency outside the classroom. The Language Learning Journal, 49(1), 27–40. 10.1080/09571736.2018.1472626
     https://doi.org/10.1080/09571736.2018.1472626 [Google Scholar]
  64. Yang, S. & Yeh, H.
    (2021) Enhancing EFL learners’ intracultural development as cultural communicators through YouTube video-making. Technology, Pedagogy and Education, 30(4), 557–572. 10.1080/1475939X.2021.1925336
     https://doi.org/10.1080/1475939X.2021.1925336 [Google Scholar]
  65. Zielinski, B., & Yates, L.
    (2014) Myth 2: Pronunciation instruction is not appropriate for beginning-level learners. InL. Grant (Ed.), Pronunciation Myths: Applying Second Language Research to Classroom Teaching (pp. 56–79). University of Michigan Press
     [Google Scholar]
  66. Zimmerman, B. J.
    (2002) Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. 10.1207/s15430421tip4102_2
     https://doi.org/10.1207/s15430421tip4102_2 [Google Scholar]
/content/journals/10.1075/jslp.24018.ngu
Loading
EFL students’ beliefs and practices regarding pronunciation self-regulated learning
Journal of Second Language Pronunciation 10, 258 (2024); https://doi.org/10.1075/jslp.24018.ngu
/content/journals/10.1075/jslp.24018.ngu
/content/journals/10.1075/jslp.24018.ngu
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): English as a foreign language; phonetic instruction; pronunciation self-regulated learning; self-regulation; student beliefs

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error