04051002141 A study on teachers’ beliefs and classroom practices in teaching pronunciation A case study of a secondary school in Ba Vi province of Hanoi
INTRODUCTION
Rationale of the study
Pronunciation is essential in language, significantly impacting individuals' social and personal interactions The manner in which a message is articulated not only reflects the speaker's identity but also indicates their connection to specific communities (Seidlhofer, 2001).
The primary objective of language acquisition is to achieve fluency and effective communication in the target language Correct pronunciation plays a vital role in this process, as mispronounced words can lead to misunderstandings and hinder communication.
2019) Therefore, pronunciation should be strongly emphasized in teaching foreign languages, including English
Pronunciation is frequently overlooked in language teaching, despite evidence supporting its importance (Morley, 1991; Baker, 2014) This neglect is evident in both textbooks and classroom practices, with various factors contributing to the issue Key reasons include instructors' limited understanding of pronunciation teaching (Baker, 2014), time constraints (Gilbert, 2008), and, most importantly, differing beliefs among teachers regarding its significance (Couper, 2017).
Teachers hold complex beliefs about pedagogical issues, including their views on students and classroom practices, as highlighted in various studies (Berliner, 1987; Borg, 1998, 2003; Burns, 1992; Shavelson & Stern, 1981) These beliefs form an organized set of principles shaped by a teacher's experiences, institutional policies, and individual personality (Borg, 2003) Consequently, these beliefs significantly influence the classroom practices employed by teachers, ultimately determining the effectiveness of their lessons.
In Vietnam, the teaching of pronunciation has been a significant and challenging issue (Ha, 2005; Dang et al., 2013; Nguyen et al., 2015; Ha and Murray, 2021; Nguyen, 2020) It is crucial to consider teachers' beliefs and classroom practices to improve this situation However, research on English pronunciation teaching in EFL contexts, especially in Asian countries, is limited, with few studies focusing on Vietnam (Nguyen and Newton, 2020) This gap is particularly evident in teaching pronunciation to students from disadvantaged areas, who often lack access to authentic English-speaking environments, highlighting the need for further investigation in this area.
Significance of the study
This study sheds light on the underexplored area of teachers' beliefs and classroom practices regarding pronunciation instruction in disadvantaged regions It highlights the current educational challenges faced by educators in these areas and suggests potential solutions to improve the situation Ultimately, the findings aim to enhance student learning and encourage instructors to adapt their assessment methods and motivate students for improved performance.
Research aim and research questions
This study investigates the beliefs and classroom practices of four teachers in the English as a Foreign Language (EFL) program at a secondary school located in an underprivileged district of Hanoi, Vietnam, focusing specifically on their approaches to pronunciation teaching.
To achieve the aim of the research, two questions are designed as follows:
1 What are the case-study teachers’ beliefs about the teaching of pronunciation?
2 How do the case-study teachers apply pronunciation practices in their classes?
Scope of the study
This study focuses on the beliefs of four English teachers regarding classroom practices at a secondary school in Ba Vi province, Hanoi, during the 2023-2024 academic year The participants included teachers instructing students in grades 6 through 9.
Organization of the thesis
The remaining five chapters of the paper are illustrated as follows:
Chapter 2 - Literature review - includes the background information, setting the theoretical basis for the research
Chapter 3 - Methodology - describes the participants, data collection instruments, as well as the procedure employed to obtain and analyze data
Chapter 4 - Data analysis and discussion - presents, analyzes, and interprets the data collected according to the research questions
Chapter 5 - Conclusion - summarizes the significant findings, discusses the limitations of the research and puts forward suggestions for further studies
Following the 5 chapters are the References and Appendices.
LITERATURE REVIEW
Overview of pronunciation
Pronunciation research has expanded notably in recent decades, focusing on areas such as classroom practices, teacher cognition, and textbook representations of pronunciation instruction (Derwing et al., 2012; Foote et al., 2016; Couper, 2017; Nguyen and Newton, 2020) Gilakjani (2016) defines pronunciation as the production of English sounds, which is developed through repetition and correction of errors As students learn pronunciation, they establish new habits and address challenges stemming from their first language Additionally, Yates (2002) describes pronunciation as the articulation of sounds that convey meaning.
Pronunciation is one of the most challenging aspects of acquiring English and plays a crucial role in intelligibility (Kissová, 2020) Effective communication relies on the ability to pronounce words clearly, as it directly impacts the conveyance of intended meaning (Seidlhofer, 2001) For non-native English speakers, intelligibility is a significant concern that can shape positive or negative perceptions Good pronunciation enhances students' self-esteem, enabling them to participate more actively in discussions and interact with peers (Gilakjani, 2011) Conversely, poor pronunciation can impede conversational skills and create gaps in communication, emphasizing the need for clarity, especially since English is recognized as an international language (Rajadurai, 2006).
There are a variety of elements pronunciation to be considered that can be synthesized to the main features as the following:
Figure 1: Components of pronunciation (Kelly, 2000:1)
Pronunciation consists of phonemes, which include consonants and vowels, as well as suprasegmental elements like intonation and stress It encompasses a broad range of topics, covering the essential components of consonants, vowels, stress, and intonation.
Vowels are characterized by an open vocal tract, where the tongue does not make contact with the upper surface, making the term "place of articulation" inapplicable (Fasold, 2006) In contrast, consonants are produced at one of the eleven common places of articulation within the human articulation system.
Stress in language, as defined by Quirk and Greenbaum (1973), refers to the emphasis placed on certain parts of a word or utterance, distinguished by the speaker's relative force on syllables It can be categorized into word stress and sentence stress According to Grant (1993), word stress involves one syllable in a multi-syllable word being pronounced with greater strength, volume, and duration, which is essential for English speakers to identify words and sentences In contrast, sentence stress focuses on emphasizing words that convey the most information, helping the listener understand the significance of different parts of the message (Grant, 1993).
Intonation is a key element in teaching connected speech, as highlighted by Kelly (2000) It involves the variation in pitch of our voices during conversation, which is essential for effectively conveying one's opinions and understanding the thoughts and meanings of others.
Pronunciation encompasses various elements, including consonants, vowels, intonation, and stress It plays a vital role in mastering the English language Focusing on pronunciation features, particularly stress and intonation, is an effective strategy for both language teachers and students to enhance their pronunciation and overall speaking skills.
The primary aim of pronunciation instruction is to achieve intelligible pronunciation rather than to mimic native speakers Effective oral communication relies on clarity, as emphasized by Celce-Murcia et al (2008) and others For learners wishing to modify their English pronunciation, a shift in their perception of sounds is essential, encompassing individual phonemes as well as larger speech components like syllables, stress patterns, and rhythm, as noted by Setter and Jenkins (2005) and Derwing and Munro (2015).
According to Rajadurai (2007), pronunciation is often taught with strict adherence to established standards due to several factors Firstly, age and the influence of the first language (L1) make pronunciation the most resistant to change in the second language (L2), limiting teachers' control over instruction Secondly, the communicative paradigm in many ESL classes emphasizes fluency and meaning, making it challenging to incorporate discrete sound components Additionally, teachers often lack the training and resources to effectively teach pronunciation alongside other language skills Furthermore, many oral proficiency assessments benchmark against native speakers' abilities Lastly, pronunciation is intricately linked to issues of social, national, and individual identity.
Many educators view English pronunciation teaching as largely reactive and unstructured, primarily focusing on immediate error correction Research by Foote et al (2011) indicates that most teachers correct pronunciation mistakes through repetition, while a follow-up study in 2016 revealed that pronunciation instruction often lacks lesson plans, relying instead on corrective feedback tailored to individual errors Similarly, Murphy (2011) found that over 90% of instructors in Dublin's private schools preferred using listen-and-repeat exercises or providing corrective feedback during reading activities, rather than dedicating class time to explicit pronunciation teaching In an Asian context, Wahid and Sulong (2013) noted that EFL instructors in Malaysia also tended to avoid direct pronunciation instruction, opting instead to correct errors during oral performances, with their approach primarily limited to error correction and repetition exercises.
Kenworthy (1987:4, referred to in Nunan 1991) identifies the following elements that influence pronunciation learning: a The native language
The native language significantly impacts pronunciation in a target language, especially when there are stark contrasts between the two Learners often substitute unfamiliar sounds with the closest equivalents from their mother tongue, making it evident that their native language shapes their enunciation Additionally, age plays a crucial role in this learning process.
Age plays a crucial role in pronunciation, with younger students typically achieving more native-like accents in their target language Additionally, the amount of exposure to the language significantly influences pronunciation development.
Learners who live in countries where English is spoken or are immersed in English-speaking environments have a significant advantage in language acquisition This exposure enhances their phonetic ability, making it easier for them to grasp the nuances of the language compared to those who lack such opportunities.
It is often considered that certain persons are better able to hear foreign languages than others This ability has been called "phonetic coding ability,"
"aptitude for oral mimicry," or "auditory discrimination ability." e Attitude and identity
Many research on attitude in language acquisition have found that learners who have good attitudes toward the speakers of the new language acquire more accurate, native-like accents f Motivation
Pronunciation is a crucial aspect of English learning, with some learners placing greater importance on it than others Those who recognize its significance are often open to correction and attentive to the quality of their pronunciation This element should not be underestimated, as it plays a vital role in the process of acquiring proper pronunciation skills.
Teachers’ beliefs
Belief, as defined by Eisenhart et al (1988), is a consistent attitude towards an activity that shapes our ideas and behaviors, influencing our perception of reality In the field of TESOL, there is a growing acknowledgment of the importance of understanding language teachers' belief systems and their impact on classroom practices (Borg 1998, 2003; Farrell 2005; Golombek, 1998) Johnson (1994) highlights the challenges in defining and examining teachers' beliefs, as they are not directly observable Nonetheless, he identifies three key assumptions in educational research regarding teachers' beliefs: they significantly affect perception and judgment, influence the transformation of teaching materials into classroom practices, and are essential for enhancing teaching methods and teacher education programs.
Research indicates that teachers' instructional choices and classroom effectiveness are significantly shaped by their belief systems, which encompass past experiences, expectations, and habits These beliefs act as a filter, affecting decisions such as the adoption of teaching methods and the selection of instructional materials (Pajares, 1992; Richardson, 1996) Warsame (2021) emphasizes that beliefs guide teachers' actions, often unconsciously Furthermore, a teacher's educational background can shape their teaching perspectives (Abdi and Asadi, 2015; Phillips & Borg, 2009) Borg (2003) argues that teaching decisions are influenced by complex and competing ideas about language and learning, particularly in second language acquisition This study aligns with Borg's view that teacher cognition—encompassing what teachers know, believe, and think—is a crucial, yet unobservable, aspect of teaching Additionally, teachers' classroom practices are significantly influenced by their perceptions.
2.2.2 Teacher's role in pronunciation teaching
Many English as a Foreign Language learners worldwide often prioritize grammar and vocabulary over pronunciation, despite recognizing its significance (Foote et al., 2011; Murphy, 2011; Wahid and Sulong, 2013) This highlights the crucial role of teachers in pronunciation instruction Kenworthy (1987) emphasizes that teachers are responsible for supporting learners' listening skills in the context of teaching English pronunciation.
Teachers play a vital role in helping students identify and categorize sounds accurately, as well as in guiding them to develop new sound categories when necessary (Kenworth, 1987) Additionally, it is essential for educators to support learners in articulating sounds effectively.
Certain English sounds are absent in many other languages, making it challenging for learners to replicate them However, the process becomes easier when teachers offer guidance to help students produce these new sounds correctly Additionally, providing constructive feedback is essential for improving pronunciation skills.
Learners often struggle to identify their pronunciation mistakes, making it essential for teachers to provide constructive feedback This guidance helps students understand their learning process and highlights areas for improvement in their pronunciation skills.
Effective communication can be hindered by subconscious errors in sound production and stress application made by learners To address these challenges, instructors need to identify key areas for learners to focus on and prioritize their efforts accordingly.
Not all language learners aim for native-like pronunciation; instead, many prioritize being easily understood Kenworthy (1987) suggests that the primary goal for most learners is to achieve comfortable comprehensibility Therefore, it is essential for learners to have guidance on which aspects of pronunciation to focus on and which can be less emphasized.
Achieving "flawless" pronunciation is an unrealistic goal for most language learners Instead, both instructors and students should focus on attaining an acceptable level of pronunciation that emphasizes significant characteristics Organizing activities that promote this understanding can enhance the learning experience.
Pronunciation is a complex topic, requiring teachers to carefully select exercises and activities that best support their students' learning When creating pronunciation activities, instructors should take into account the diverse learning styles and methods of their students to ensure effectiveness Additionally, assessing progress is crucial in tailoring these activities to meet individual needs.
A key responsibility of instructors in pronunciation instruction is to evaluate student progress, as this assessment serves as essential feedback Since many students find it challenging to gauge their own development, teachers must provide accurate information Timely tests and grades can significantly motivate students throughout their educational journey.
2.2.3 The correlation between teachers’ beliefs and their classroom practices
To illustrate the relationship between teachers' cognition and practices, Borg's
(2006) proposes a model with five main elements
Figure 2 Teacher cognition, schooling, professional education, and classroom practice (Borg 2006, p.47)
The five key elements of teacher cognition encompass teachers' beliefs, schooling, professional coursework, contextual factors, and classroom practice, all centered around the concept of teacher cognition This idea posits that teacher cognition originates in the early years of education, where educators form their own teaching theories and methods Professional education can later modify and significantly influence these preexisting beliefs through training courses, teaching apprenticeships, and innovative practices Furthermore, teachers' beliefs and thought processes are shaped by their actual teaching experiences, highlighting the practical application of teacher cognition in the classroom.
The "Model of Teacher Professional Knowledge and Skills" by Gess-Newsome (2015) offers a comprehensive framework that explores the relationship between teachers' beliefs and their classroom practices This model emphasizes the interaction of various elements within a teacher's professional knowledge base, illustrating how these components collectively shape teaching methods and significantly impact student outcomes.
Figure 3: Model of Teacher Professional Knowledge and Skills (Gess-Newsome,
The Teachers' Professional Knowledge Base is essential for effective teaching and includes several key areas: Assessment Knowledge, which focuses on evaluating student learning; Pedagogical Knowledge, encompassing teaching strategies and methods; Content Knowledge, reflecting mastery of the subject matter; Knowledge of Students, providing insights into their backgrounds and learning needs; and Curricular Knowledge, which involves understanding the curriculum and educational standards.
Topic-Specific Professional Knowledge is essential for teaching specific subjects, encompassing tailored instructional strategies, effective content representation, and an understanding of student misconceptions The application of this knowledge in the classroom is shaped by various factors, including teachers' beliefs, prior knowledge, and the teaching context, which influence how they implement their skills Personal Pedagogical Content Knowledge (PCK) is crucial in this process, as it merges pedagogy with content Classroom practices, including the enactment of teaching strategies and interactions with curriculum and materials, directly affect student outcomes such as academic achievement, motivation, and behavior Additionally, student-related factors like beliefs and prior knowledge significantly influence these outcomes The relationship between teachers' perceptions of learning and their teaching approaches is vital in determining the quality of students' learning experiences.
Classroom practices
Richards and Rodgers (2014, p.35) define practices as the immediate strategies and behaviors employed in language teaching based on a specific approach or method Our focus is on how these tasks and activities are integrated into classes, serving as the foundation for teaching and learning at the procedural level Three key aspects must be considered at this procedural level.
1 The use of teaching activities (drills, dialogues, information gap activities, etc.) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language
2 The ways in which particular teaching activities are used for practicing the language
3 The practices and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences
Celce, Brinton, and Goodwin (1996) propose two primary approaches to teaching pronunciation that align with various teaching methods: the intuitive-imitative approach and the analytic-linguistic approach.
1 Intuitive-imitative approach: It requires that the learner be able to mimic the rhythms and sounds of the target language without the use of explicit information It also assumes that there are suitable listening materials available, such as phonograph records, tape recorders, audio and video cassettes, and compact discs The corresponding teaching methods are shown as follows:
Table 1: Intuitive-imitative approach in teaching pronunciation
Direct Teachers provide L2 students with an example of native-like speech L2 learners enhance their pronunciation by listening to the modeler and then mimicking them
L2 learners have the chance to internalize sounds because the first emphasis is on listening without any compulsion to speak
L2 students start speaking when they are ready The errors of L2 students are accepted by L2 teachers
Effective communication is the primary goal of language instruction, making pronunciation a vital component of spoken interaction Key methods for teaching pronunciation encompass listening and imitation, phonetic training, and minimal pair drills, among others.
The pronunciation curriculum is mostly created and implemented by students
New techniques Exercises that focus on accuracy, fluency development, and the application of real-world content predominate
2 Analytic-linguistic approach: A phonetic alphabet, articulatory descriptions, and other aids are used to complement listening, imitation, and production It specifically notifies the student to concentrate on the target language's sounds and rhythms This strategy is created to supplement, not replace, the intuitive imitative strategy The corresponding teaching methods are illustrated below:
Table 2: Analytic-linguistic approach in teaching pronunciation
Audio-Lingual Pronunciation is taught explicitly from the beginning, and L2 learners imitate or repeat after their teacher or a recording model
Cognitive Approach This places more emphasis on grammar and vocabulary than pronunciation
Silent Way L2 students concentrate on the acoustic system rather than learning a phonetic alphabet From the beginning, emphasis is placed on the L2's accurate sounds and phonological structures
The main focus of L2 training is not spoken communication
As a result, pronunciation and speaking are both given very little attention
(Celce, Brinton, and Goodwin, 1996) Belows are common classroom practices proposed by Chomsky & Halle
(1968), Heinich & Molenda (1986), Celce Murcia, et al (1996), Kreidler (2004), Andersen, (2004), Kelly (2000)
Table 3: Common classroom practices in teaching pronunciation
The instructor provides students with the correct pronunciation of the target language, either by demonstrating it personally or using tape recorders and language laboratories Students are then encouraged to listen carefully and repeat the sounds to improve their pronunciation skills.
Drilling This approach involves the teacher speaking a word or structure in model and then having students repeat it This basic form allows students to simply practice pronunciation in class
This method incorporates articulator descriptions, diagrams, and the phonetic alphabet, providing learners with essential theoretical insights into sound production while receiving guidance from the instructor to achieve accurate sound articulation.
Media encompasses any medium that conveys information from a source to a receiver, including films, televisions, radios, audio recordings, images, visual project presentations, and printed materials, all of which play a vital role in the teaching and learning process.
In phonology, minimum pairings are pairs of words or sentences that differ by a single phonological element Teachers utilize minimum pair drills to help students listen to recordings and distinguish between the two sounds presented This method is considered an effective strategy for teaching challenging sounds to students.
The teacher provides students with a text or script to read aloud, focusing on key elements like emphasis, pace, and tone This method is particularly effective for genres meant for oral delivery, including speeches, poetry, plays, and dialogues.
This method utilizes audio and video recordings of rehearsed and spontaneous discussions, casual conversations, and role-playing activities It emphasizes the importance of replaying these recordings, followed by feedback from instructors and peers, along with self-evaluation.
This method serves as an effective speech correction technique for native speakers, utilizing tongue twister drills that combine challenging sounds into coherent phrases While these drills can be difficult, they provide an enjoyable way to enhance pronunciation skills.
The unpredictable stress pattern in English requires careful marking of new words This can be achieved using an elastic band or a series of dots During pronunciation practice, students use the elastic band to perform a 'tight and loose' action, where 'tight' indicates stressed syllables that are louder, longer, and higher in pitch, while 'loose' signifies unstressed syllables.
When allocated a character, learners engage in dramatic settings that give a framework of fictitious conditions in which they must discover meaning while exercising and refining their EFL speaking abilities.
Related studies
Extensive research has examined teachers' perceptions of pronunciation instruction in English as a Foreign Language (EFL), revealing a complex relationship between their beliefs and instructional practices These factors are crucial for effective language teaching and learning This section reviews related studies, pointing out their strengths and weaknesses, and identifies gaps that justify the need for the current study.
2.4.1 Studies outside the Vietnamese context
Baker (2014) found that five ESL teachers in a North American intensive English program primarily utilized controlled articulation techniques, believing that perception training enhances comprehension and that kinesthetic exercises are vital for pronunciation improvement However, those relying heavily on texts found pronunciation instruction tedious In Couper's (2017) study of 19 ESL teachers in New Zealand, it was revealed that they lacked training and confidence in teaching pronunciation, with significant gaps in their understanding of phonetics and phonology Despite this, they expressed a desire for professional development and recognized the importance of clear speech and effective communication as instructional goals While they acknowledged the necessity of teaching suprasegmentals, they often focused on segmentals due to their limited understanding of suprasegmental features Couper concluded that the teachers' lack of confidence and avoidance of pronunciation instruction stemmed from these knowledge gaps.
Bai and Yuan (2019) found that language teachers in Hong Kong struggle with teaching pronunciation in English courses, primarily due to insufficient phonology knowledge and inadequate training in pronunciation instruction.
According to this line of study, teachers frequently lack training and professional growth chances in pronunciation teaching, and they have poor degrees of confidence in this field of pedagogy
Warsame (2021) explored Swedish teachers' beliefs about English accents and the Lingua Franca Core, finding a preference for native-like accents despite an acknowledgment of the importance of intelligibility for effective communication This bias towards native norms, especially among experienced educators, poses challenges for teaching English as a global language However, the study's limited scope, involving only five female teachers from the Skồne region, restricts the generalizability of its findings A broader participant selection and larger sample size would enhance understanding of how age and experience influence teachers' beliefs Additionally, a mixed-methods approach, integrating interviews and surveys, could provide deeper insights, while incorporating student perspectives may further clarify how learners' preferences impact instructional decisions.
Baker (2011) highlighted that ESL teachers' educational backgrounds greatly impact their confidence and methods in teaching pronunciation in the U.S Similarly, Ahmad Shah et al (2017) found a gap between teachers' beliefs and their actual classroom practices, emphasizing the urgent need for specialized professional development Their research indicates that despite teachers' intentions to prioritize elements such as suprasegmentals, established teaching methods frequently hinder these efforts This recurring theme of misalignment between pedagogical intentions and actual practices is evident in multiple studies.
In their study, "The Pronunciation Component in ESL Lessons: Teachers’ Beliefs and Practices," Ahmad Shah, Othman, and Senom (2023) utilized classroom observations and semi-structured interviews to explore teachers' beliefs and practices regarding pronunciation instruction The results revealed that teachers' methods were more influenced by their personal experiences and educational backgrounds than by the English Language syllabus, which advocates for a communicative approach Participants favored traditional pronunciation teaching methods and often neglected pronunciation skills due to a focus on examination requirements Although teachers claimed to emphasize suprasegmental aspects of pronunciation, observations and student feedback indicated a lack of alignment with these beliefs This disconnect highlights how external pressures, particularly from examinations, impede effective pronunciation instruction, as noted by Baker and Murphy (2011), who emphasized that teachers often prioritize methods they believe will ensure student success in exams, leading to the marginalization of pronunciation in the curriculum.
Tsunemoto et al (2023) investigated the influence of pre-service teachers' experiences on their beliefs regarding teaching pronunciation in Japan Their findings revealed that those with significant language exposure and interaction with native speakers were more confident in the teachability of English pronunciation In contrast, pre-service teachers with limited exposure often felt daunted by the challenges of effectively teaching pronunciation The study highlights the importance of enhancing teacher training through authentic language-use experiences to improve future teaching practices.
Bayındır (2022) examined the pronunciation instruction methods used by Turkish EFL teachers, revealing a heavy reliance on controlled techniques that hinder engagement with communicative needs The study highlighted the dominance of traditional approaches centered on mechanical repetition, which often compromises the creation of an environment that promotes authentic communication Teachers expressed a strong preference for pronunciation accuracy, heavily influenced by national curriculum standards that prioritize standardized English forms While this alignment with educational policies may improve consistency, it also raises concerns regarding teachers' adaptability in addressing the diverse needs of learners.
The study by Tikkakoski (2016) examined the application of Communicative Language Teaching (CLT) in enhancing English pronunciation among Finnish students in grades 7–9, aiming to boost autonomy and motivation In the Finnish curriculum, pronunciation was integrated into oral communication, leading to inconsistent instruction due to limited class time and traditional methods Teacher training included pronunciation but lacked effective teaching strategies Challenges in applying CLT arose from its emphasis on communication over accuracy, a lack of structured methods, and assessment difficulties Tikkakoski proposed three Communicative Pronunciation Tasks (CPTs) to address these issues, which included mimicking native speech, practicing media quotes, and matching stress patterns in a game, promoting motivation while struggling to balance accuracy with communication Similarly, Barnes-Hawkins (2016) explored the perceptions of 10 adult English language learners at a Texas community college regarding the effectiveness of the Communicative Language Approach (CLA) in improving pronunciation intelligibility The findings indicated that while CLA was prevalent in second language acquisition, it did not provide independent pronunciation instruction, prompting learners to develop this skill autonomously Participants acknowledged improvements in their pronunciation through CLA but expressed a need for explicit instruction, leading to the conclusion that CLA should incorporate structured pronunciation teaching to better address learners' needs and enhance communicative competence.
2.4.2 Studies within the Vietnamese context
Tran et al (2021) examine the practices of Vietnamese EFL teachers, highlighting their reliance on traditional teaching methods due to time constraints They acknowledge the significance of pronunciation in language proficiency and emphasize the impact of teachers' beliefs on instructional approaches Despite systemic limitations, there are efforts to integrate pronunciation instruction This contrast reveals a gap in understanding how localized educational contexts, particularly in less urbanized regions, shape these beliefs and practices.
The case study conducted in Ba Vi province offers valuable insights, but its limited sample size restricts the ability to make broad generalizations To enhance understanding of pronunciation teaching at English centers, future research should simultaneously explore both teachers' beliefs and students' perceptions.
Nguyen et al (2021) explore the beliefs of teachers and students about pronunciation instruction in a Vietnamese university, finding that both groups recognize its importance for effective communication However, teachers report insufficient training in pronunciation pedagogy and mainly focus on error correction, while students seek more explicit instruction The introduction of a professional learning workshop provides a framework for teachers to create Communicative Pronunciation Teaching (CPT) lessons, which are positively received and align with students' needs This study highlights a significant gap in teachers' pedagogical approaches, as systemic limitations often obstruct effective pronunciation instruction despite its acknowledged importance.
Tran and Nguyen (2020) found that Vietnamese teachers strongly believe in the importance of pronunciation instruction but often default to traditional methods, overlooking essential suprasegmental features vital for effective communication Their focus tends to be on achieving intelligibility rather than native-like pronunciation, mirroring trends in previous studies Despite acknowledging the significance of suprasegmental elements like intonation and stress, teachers feel limited by curriculum requirements that emphasize written language over spoken skills, underscoring the disconnect between their beliefs and actual teaching practices Similarly, Ton and Hoang (2024) explore the pronunciation competence of
Vietnamese EFL undergraduates often struggle with pronunciation proficiency, particularly in segmental accuracy, due to the phonological differences between English and Vietnamese This issue is exacerbated by an exam-focused curriculum that emphasizes written skills over oral communication and a lack of teacher training in pronunciation pedagogy However, the study reveals that explicit instruction in phonetics and phonology can lead to significant improvements in both segmental and suprasegmental pronunciation, although these gains may be gradual Therefore, it is essential to integrate systematic pronunciation instruction into tertiary English programs and enhance teacher training to effectively address these challenges Practical strategies include promoting self-regulated learning and employing a variety of instructional methods, such as communicative and explicit phonetic activities.
A study by Nguyen (2018) explores the use of Phonics software in teaching pronunciation in a primary school in Soc Son district, highlighting its benefits in enhancing students' language skills, communication abilities, and vocabulary while fostering a relaxed learning environment However, teachers have mixed opinions on the software's content and design, with some praising its suitability for young learners and others criticizing certain features A significant gap exists between teachers' perceptions and actual classroom practices, as evidenced by a teacher's concerns about a challenging section that students engaged with positively Additionally, limited teacher knowledge affects the software's effective implementation The study concludes that while Phonics is a valuable educational tool, improvements in teacher training, software design, and classroom preparation are essential.
METHODOLOGY
Research design
This study utilized an instrumental case study approach to examine the beliefs and classroom practices of four participating teachers regarding pronunciation teaching within their real-life setting This research design was chosen for its effectiveness in addressing specific questions related to narrow-defined topics, such as classroom challenges and language development Given that the total number of English teachers at the designated school was only four, the case study method was particularly appropriate, allowing for an in-depth analysis of the complex phenomena involved in their teaching practices and facilitating generalizations about the broader population of English teachers.
Qualitative data were gathered and analyzed to address the research topic, utilizing classroom observations and in-depth interviews as primary tools Follow-up questions were employed to extract insights into teachers' beliefs regarding pronunciation instruction and their actual classroom practices, aiming to answer the study's two key questions.
1 What are the case-study teachers’ beliefs about the teaching of pronunciation?
2 How do the case-study teachers apply pronunciation practices in their classes?
Sampling method
The study utilized total population sampling, a purposive technique that examines the entire population with specific characteristics (Sekaran & Bougie, 2013) Given that only four English teachers were employed at the surveyed school, this method streamlined the participant selection process The researcher approached the school administration and the teachers to seek permission for the study, resulting in unanimous agreement from all parties involved.
During observations, the researcher records field notes about people's actions and behaviors at the study location The researcher documented these field notes in an unstructured or somewhat structured manner
Mills (2014) identified three key areas for data gathering strategies: experiencing, inquiring, and examining The researcher utilized interviews, observation notes, and instruction sheets from teachers to analyze the data, while participant observation was employed to capture the experiencing aspect of the research These three components are illustrated in the study's methodology, as shown in the accompanying figure.
Figure 4: Taxonomy of data collection techniques (Mills, 2014, p 87)
Setting of the study
A study was carried out in the 2023-2024 school year at a secondary school in Ba Vi province, Hanoi, Vietnam This area is remote, resulting in limited access to English-speaking environments, which contributes to the generally low average annual scores of students, particularly in English entrance exams for grade 10.
The study involved four Vietnamese EFL teachers, comprising one male and three females, aged between 25 and 50, all holding a BA degree in TESOL or Applied Linguistics With teaching experience ranging from 10 to 20 years at the secondary school level, their diverse age and experience were expected to enhance the study's validity and reliability These teachers were chosen for their availability and enthusiasm, and they all consented to collaborate, ensuring the researcher received accurate and valuable data.
Teachers utilized the Global Success textbooks for grades 6 to 9, published by the Vietnamese Ministry of Education and Training, along with interactive PowerPoint slides and various teaching aids The textbooks are structured into eight key sections: getting started, a closer look 1 & 2, communication, skills 1 & 2, looking back, and project Pronunciation instruction is primarily integrated into the closer look 1 and communication sections, where teachers focus on teaching pronunciation during the introduction of new vocabulary and student presentations Consequently, pronunciation is emphasized throughout the unit but is predominantly addressed in these two sections.
Data collection and analysis
Informal and semi-structured interviews were utilized to gain a comprehensive understanding of participants, featuring both open-ended and follow-up questions According to Holstein and Gubrium (1995), interviews serve as a "universal mode of systematic inquiry," highlighting their significance in research This method is widely recognized as one of the most effective means of understanding human experiences (Fontana).
Interviews are insightful tools that provide justifications, individual opinions, perspectives, attitudes, and meanings (Yin, 2014) In cases of ambiguous responses, interviewers can rephrase questions to ensure that respondents can still share relevant information.
The study utilized a modified questionnaire based on EFL Teachers' Beliefs and Practices of Teaching Pronunciation in a Vietnamese Setting (Tran & Nguyen, 2020) to guide interviews It explored two key areas: teachers' general beliefs about pronunciation instruction and their classroom practices The first area examined teachers' views on the significance of pronunciation teaching and the challenges learners face with specific pronunciation elements The second area assessed the frequency and perceived effectiveness of various pronunciation teaching activities in actual classroom settings.
Four face-to-face interviews were conducted to improve interaction between the researcher and participants, as well as to ensure high-quality sound recordings The interview questions can be found in Appendix B, along with the transcriptions of the recorded interviews in Appendix C.
The researcher utilized observation as a key methodology, characterized by extended social interaction with subjects in their environment, allowing for the unobtrusive and systematic collection of field notes (Bogdan 1972: 3) This approach aimed to gather qualitative data and enhance the understanding of teachers' pronunciation practices Additionally, the observation data enabled the researcher to assess the alignment between teachers' statements and their instructional methods, while comparisons with interview data further supported the interpretation of findings.
In this thesis, the researcher adopts the role of an active observer, as defined by D T Miller et al (1975), which involves engaging with the subjects being studied while remaining sufficiently detached to maintain focus This approach allows the researcher to effectively document participant interactions and body language through the use of both audio and video recordings.
The first step in the observation process was to choose a location that enabled the researcher to gain the most understanding of the main phenomenon (Creswell,
The current study involved the observation of eight lessons, with each teacher's class being observed twice The researcher installed a camera at the back of the classroom to gain a comprehensive understanding of the environment and participants An observation worksheet was utilized to document the lesson process and evaluate it based on various criteria, allowing for insights and themes to be recorded Descriptive field notes captured the individuals, actions, and events, while reflective field notes included personal reflections on insights and overarching themes that emerged during the observations Detailed documentation of these observations can be found in Appendices D and E.
The process of data collection could be put into three major phases as follows: Phase 1: Design the data collection instruments
Initially, the interview questions were tested with teachers through Zalo Video Call, allowing for refinement before being finalized for the four case-study teachers Each question was meticulously reviewed to guarantee its relevance and objectivity to the subject matter.
Phase 2: Implementing the collection process
Data collection took place over two weeks, during which the researcher informed teachers about the interview schedule, location, and necessary preparations After obtaining their consent, teachers were asked both pre-designed and spontaneous questions Additionally, the researcher conducted random visits to the English classes of four teachers, setting up a camera in each classroom without being present The recorded lessons were then evaluated based on criteria outlined in the observation worksheet.
Phase 3: Analyzing and reporting the data
After the interviews and classroom observations were finished, the data collected were combined to discover any findings and to answer the research questions
Following the data collection phase, the researcher will analyze interview and classroom observation data using a content-based approach This method entails an iterative, cyclical, and inductive process aimed at identifying and refining themes and categories within the dataset (Duff, 2008).
Content-based analysis aims to categorize information relevant to specific research questions This study highlights the importance of clearly articulating these questions in advance, ensuring they are theoretically linked to prior research, and breaking them down into smaller, manageable inquiries (Flick, 2002).
Content analysis involves examining texts to identify central themes and meanings, but it can also apply to any qualitative data reduction process The key findings from content analysis are often termed "themes" or "patterns" (Patton, 2002).
Content analysis is a versatile method that involves predetermined categories, with each relevant attribute formalized as a "coding category" (Hardy, 2004) To identify subcategories within a specific category, researchers apply a comprehensive set of coding categories to qualitative data Additionally, thematic analysis serves as another approach to content analysis, utilizing a coding scheme designed to highlight the major themes present in a text The researcher’s role is crucial in analyzing the content of the phenomenon.
Figure 5: The position of the content analyst when observing a phenomenon
The researcher begins by examining the text to reveal underlying themes, ultimately developing multiple coding systems applicable to different text genres and research topics In this study, thematic analysis was applied to the researcher's field notes, while teachers' interviews were analyzed using predefined categories Initial themes and categories emerged from the transcription process and were refined through subsequent readings of the transcripts, enhancing the thematic categories.
Creswell (2013) outlines a model for qualitative data analysis that begins with generalizations or theories derived from past experiences and literature The researcher identifies broad patterns and themes from these generalizations, leading to data analysis that forms classifications Participants are interviewed openly, and the researcher may also take field notes to enhance the data collection process Ultimately, the researcher compiles the gathered information for analysis.
Research ethics
Prior to the study, participants were informed about its purpose, which focused on investigating their beliefs and classroom practices related to teaching English pronunciation They were also briefed on the procedures involved and assured of their freedom to participate or withdraw at any time To protect their identities, participants were assigned pseudonyms: teacher A, teacher B, teacher C, and teacher D The data collected would solely be used for the study and would not be published or shared with any external parties.
Following the investigation, a report was shared with participants to ensure data analysis accuracy and provide an overview of the findings Upon completing the research, participants received acknowledgment for their contributions, along with constructive suggestions aimed at enhancing pronunciation teaching.
FINDINGS AND DISCUSSIONS
Findings from interviews
4.2.1 Challenges teachers encounter when teaching pronunciation
The data collected in the interviews reveal several key challenges encountered by the four teachers when teaching pronunciation that are shown as below:
Students often experience anxiety and self-consciousness during speaking activities, which significantly hinders their participation in pronunciation practice Teachers A and D highlighted that this shyness stems from a fear of making mistakes and being judged by peers, leading to missed opportunities for valuable practice and constructive feedback Teacher A noted, “One of the significant challenges I often encounter while teaching pronunciation is that students are frequently shy and hesitant when speaking.” Similarly, Teacher D remarked that self-consciousness can prevent students from experimenting with their pronunciation, causing them to hesitate and avoid difficult words Additionally, Teacher B pointed out that a lack of understanding regarding the importance of pronunciation can diminish students' motivation, especially if they find the material challenging and feel incapable of improvement.
A significant issue identified is the lack of foundational knowledge among students, particularly in phonetics and phonology Teacher B noted that many students struggle due to their weak backgrounds in these areas, which affects their ability to grasp even basic sounds and word stress patterns Similarly, Teacher D emphasized that students often cannot visualize the correct pronunciation, further highlighting the need for stronger foundational skills in these essential linguistic components.
English vocabulary, leading to incorrect listening and pronunciation This happens because English has many different phonemes and pronunciation rules, unlike
Students in remote areas like Ba Vi face significant challenges in mastering English due to limited access to listening resources and exposure to English-speaking environments This results in lower proficiency levels compared to their peers in central Hanoi, as evidenced by annual high school entrance exam results The lack of familiarity with fundamental pronunciation concepts, such as the International Phonetic Alphabet (IPA), further hinders their ability to master pronunciation and diminishes their confidence Teacher B noted that “my students aren't familiar with the basic sounds.”
International Phonetic Alphabet (IPA) and have not had sufficient exposure to the sounds of the target language.”
Curriculum prioritization poses a significant challenge, as teachers have noted that pronunciation is often deprioritized in favor of grammar and vocabulary This lack of focus leads to limited exposure and practice opportunities for students Teacher C highlighted this issue, stating, “pronunciation is often given less priority in the curriculum,” which emphasizes grammar and vocabulary over phonetic accuracy, resulting in minimal representation in high school entrance exams Additionally, time constraints within the syllabus exacerbate the problem, making it difficult for teachers to allocate sufficient time for pronunciation practice Teacher C further emphasized this challenge, mentioning, “time constraints within the syllabus present a significant challenge,” as the pressure to cover extensive content often forces teachers to rush pronunciation practice.
The shortage of resources and training for teachers significantly impacts their ability to address pronunciation challenges, as highlighted by Teacher C, who expressed feeling inadequately equipped due to limited professional development and access to specialized teaching materials This situation creates a cycle of unpreparedness for both teachers and students, adversely affecting the overall learning experience Furthermore, Teacher D pointed out the lack of authentic English-speaking environments in remote areas, stating that students have few opportunities to engage with real-life English conversations.
These aforementioned challenges collectively impact the effectiveness of pronunciation teaching and learning in the classroom
4.2.2 Necessary resources in teaching pronunciation
In the next part of the interview, the necessary resources for teaching pronunciation were mentioned by the teachers:
The learning environment significantly impacts pronunciation teaching, as highlighted by teachers A and B They emphasize the importance of integrating audio-visual technology, such as speakers, projectors, and interactive whiteboards, to enhance the learning experience Teacher A noted that "adequate facilities ensure that the necessary resources, such as audio-visual equipment, language labs, and phonetic tools, are available to support a comprehensive pronunciation curriculum." Similarly, Teacher B stated that "facilities such as a well-equipped classroom with speakers and interactive whiteboards can significantly enhance the learning experience." Additionally, Teacher B pointed out that a quiet and comfortable learning environment is crucial, stating, "pronunciation practice often involves repetition and listening closely, so a space free from distractions helps students focus better."
Professional training for teachers is crucial for ongoing development in phonetics and effective teaching strategies, as many educators may lack adequate training in these areas Teacher C highlighted this issue, noting that gaps in teachers' understanding of phonetics can hinder their ability to assist students with pronunciation To address this, workshops, seminars, and professional training sessions are necessary to introduce innovative pronunciation teaching activities Furthermore, a well-structured curriculum that emphasizes pronunciation is essential for enhancing students' speaking skills, as Teacher C stated, “By prioritizing pronunciation, we can help students develop a clearer and more confident speaking ability.”
Teacher D emphasized the significance of an immersive learning environment, stating that it is crucial for language acquisition He noted that such an environment enables students to experience authentic pronunciation in context, which is vital for enhancing their listening skills.
These mentioned resources are seen as crucial for effective pronunciation instruction and enhancing student learning
4.2.3 Other classroom practices used by teachers
Besides the list of classroom practices mentioned in the interview’s follow-up part, only teacher A utilized other classroom practices when teaching pronunciation, as revealed in the interviews:
Teacher A effectively utilized collaborative learning techniques by incorporating dynamic group activities into her pronunciation lessons She organized small group sessions that encouraged students to practice pronunciation together, fostering interactive exercises and enabling peer feedback As she stated, “I organize sessions where pairs or small groups of friends work together to practice their pronunciation.”
The four teachers’ choices for each statement are marked as their pseudonyms:
Table 5: Teachers’ beliefs on pronunciation teaching
1 Teaching pronunciation does not influence the learners’ output B, D C A
2 Teaching pronunciation is a difficult task
3 Pronunciation teaching by a native speaker helps enhance learners’ listening ability
4 Pronunciation teaching allows learners to communicate with each other effectively
5 Motivated learners can learn pronunciation better
6 Pronunciation teaching is not necessary, it can only be acquired by frequent exposure to it
7 Pronunciation is best learned by exposing to it while living in an English speaking environment
8 Pronunciation is best learned through thorough practice, instead of rules or theoretical explanations
9 Most learners are afraid of being corrected while learning pronunciation
10 It is difficult to teach pronunciation to elementary learners
11 I do not love teaching pronunciation A, D C, B
The table above reports surveyed teachers’ perspectives on teaching pronunciation, highlighting several key trends and areas of concern
All teachers unanimously agreed on the challenges of teaching pronunciation, with no disagreement noted They also recognized the significant importance and impact of pronunciation instruction on enhancing speaking and listening skills.
Half of the participating teachers (C and D) found it challenging to teach pronunciation, while the other half (A and B) strongly agreed with this sentiment This consensus extended to their views on teaching pronunciation to elementary students, with teachers A, D, and B, C echoing similar concerns Additionally, all teachers acknowledged the positive impact of pronunciation instruction on students' speaking and listening skills, with unanimous agreement that native speaker-led pronunciation teaching significantly enhanced listening abilities Furthermore, three out of four teachers strongly agreed that teaching pronunciation improved effective communication, while only teacher B expressed a general agreement.
When teachers were surveyed about the impact of teaching pronunciation, half of the respondents (teachers B and D) strongly disagreed, and a quarter (teacher C) disagreed with the notion that it does not affect students' output, indicating a strong belief in its significance In contrast, teacher A strongly agreed with the opposing view, highlighting a disagreement among educators This discrepancy may stem from the focus of high school entrance exams, which prioritize vocabulary, grammar, and reading skills over pronunciation.
Teachers recognize the significance of teaching pronunciation, as evidenced by half of them (teachers A and D) strongly disagreeing with the notion that it is unnecessary, while others also express disagreement Participants prefer practical approaches to teaching pronunciation over theoretical methods, indicating a balanced perspective between agreement and strong agreement on the importance of pronunciation instruction.
C, D and teachers A, B) that pronunciation is best learned through practice rather than theoretical explanations Despite teachers’ wish for students’ pronunciation practice, students were reported by the teachers to be often shy and afraid of being corrected, with teachers A and D of agreement and a strong agreement from teacher C This is directly related to students’ motivation factor 75% of the respondents strongly agreed, and only teacher A agreed that students could learn pronunciation better when they were motivated Finally, there's a split opinion on the enjoyment of teaching pronunciation, with teachers A and D agreeing that they do not love it while the other disagreed
In summary, the survey findings reveal a consensus on the importance and effectiveness of pronunciation teaching; however, challenges remain, including the task's difficulty, fear of correction, and a lack of enthusiasm from educators By focusing on practical strategies and addressing these issues, the overall experience in pronunciation education can be significantly improved.
4.2.4.2 The elements in pronunciation that learners have difficulties with
Table 6: Elements in pronunciation learners have difficulties with
The table illustrates teachers’ opinions on nine pronunciation factors that students often had troubles with
Findings from classroom observations
The researcher analyzed the implementation of pronunciation lessons by instructors after observing eight classes, with the findings detailed in Appendix C, which includes samples of the teachers' observations.
The use of visual aids like projectors and smart TVs significantly enhances pronunciation teaching in educational settings, allowing teachers to present lessons more effectively through videos and audio resources Additionally, the spacious classrooms facilitate interactive activities and flexible seating arrangements, further promoting an engaging learning environment.
The teaching performance of the four educators was generally effective, as they adhered to the assignment order, logically presented themes, and connected previous lessons to current ones Several teachers enhanced their courses by integrating slides and textbooks for a more engaging experience For instance, Teacher C utilized visual aids, including a video and phonetic illustrations, during the warm-up activity and employed slides for task checks and corrections Similarly, Teacher D incorporated PowerPoint games like "Who is faster" and "guessing pictures" for warm-up activities, also using slides for support in checking and correcting tasks.
Teachers actively promote student engagement through various activities that encourage collaboration and participation They invite students to share answers, read aloud, and write on the board, fostering an interactive classroom environment Teachers B and C enhance involvement with pair activities that facilitate speaking practice and discussion, while Teacher D focuses on guessing and discussion tasks to stimulate critical thinking By providing immediate feedback and encouraging dialogue, Teacher D ensures that students reflect on their understanding, further enriching the learning experience.
The observations of four teachers revealed a significant limitation in student interaction, particularly in the sessions led by Teachers A and D, where a predominantly teacher-led approach hindered collaborative learning opportunities Despite their efforts to provide instructions and clarifications, these teachers dominated the classroom, allowing students only to respond to commands Similarly, Teacher B faced challenges with limited pair work and minimal student-centered activities, which did not actively engage learners.
Classroom management posed significant challenges, especially for Teacher A, who struggled with noise and distractions affecting student focus Similarly, Teacher D encountered low student participation, suggesting a lack of encouragement for learners to express their ideas The reliance on traditional teaching methods was apparent, as Teachers A, B, and D often used direct instruction and translation, limiting opportunities for autonomous learning and critical thinking among students.
Moreover, pacing issues were noted across the board, especially with teachers
C and D introduced tasks too rapidly, limiting students' ability to engage deeply with the content This issue was exacerbated by the hurried nature of some tasks at the end of the lesson, leaving insufficient time for meaningful interaction.
Classroom observations revealed significant variations in student engagement, closely linked to the teaching methods of each instructor In teacher A's classes, the absence of interactive and collaborative activities resulted in low participation, with students rarely contributing to discussions Conversely, while teacher B incorporated some pair work, the brief nature of these activities restricted meaningful student interaction, leading to instances of off-task behavior and disengagement in certain classes.
Teacher C's classes featured engaging warm-up activities, but she faced challenges in allowing students enough time to reflect on tasks, which led to hurried participation and limited peer interaction Similarly, Teacher D's lessons exhibited a reluctance among students to express their ideas, creating a teacher-centered atmosphere where the teacher's presentations often eclipsed student contributions.
The findings highlight the significant link between teaching methodologies and student engagement, with Teachers B and C demonstrating the highest levels of student involvement In contrast, Teacher A encountered challenges that require attention to boost participation and focus Teacher D exhibited a mixed performance, showing strengths alongside areas for improvement To create a more dynamic classroom environment, it is crucial to prioritize collaborative tasks, promote student autonomy, and implement diverse teaching strategies to enhance student engagement in the learning process.
Discussions of the findings
Teachers' beliefs are closely connected to their classroom practices, as highlighted by Richards and Rodgers (2014, p.35) These beliefs shape how teachers approach their teaching and integrate activities into the classroom, forming the basis for effective teaching and learning In this section, the data collected from two instruments will be compared alongside the conceptual framework outlined in the literature review to provide clear insights into the two research questions posed.
4.4.1 Teachers’ beliefs about the teaching of pronunciation?
The study highlights that all surveyed teachers recognize the importance of pronunciation in English as a Foreign Language (EFL) instruction, consistent with previous research by Tran et al (2021) and Nguyen et al (2021) Despite their belief in the necessity of teaching pronunciation, discrepancies arise between their beliefs and actual classroom practices, as seen with teacher A, who prioritized grammar and vocabulary over pronunciation due to curriculum pressures This issue is prevalent in the Vietnamese context, where limited pedagogical training leads to a gap between teachers' expectations and their ability to effectively teach pronunciation Additionally, teacher A's classroom management challenges, exacerbated by her novice status with only two years of experience, further hindered her pronunciation instruction Research by Wolff (2015) supports that expert teachers create more meaningful classroom experiences, while novice teachers often focus on discipline, neglecting the connection between classroom management and student learning.
Teacher B recognized the importance of pronunciation but expressed discomfort in teaching it, relying heavily on reading aloud, which limited student engagement Teacher C wanted to incorporate diverse pronunciation activities but felt restricted by the curriculum, leading to insufficient emphasis on pronunciation instruction despite acknowledging the value of peer feedback Teacher D criticized existing methodologies, advocating for tailored approaches to meet individual student needs; however, his cautiousness in correcting errors led to a lack of focus on crucial aspects of pronunciation, particularly suprasegmental features like intonation and stress This issue may stem from a lack of professional training and adherence to traditional methods that prioritize form over comprehensive pronunciation instruction (Tran and Nguyen, 2020; Ton and Hoang, 2024).
The findings reveal a paradox where teachers acknowledge the significance of pronunciation, yet face curriculum pressures and time constraints that hinder effective teaching Despite these challenges, the four teachers actively incorporated pronunciation into their lessons, engaged students, supported the development of their four skills, prioritized vocabulary and grammar for exam preparation, and provided constructive feedback (Kenworth, 1987).
4.4.2 Teachers’ application of pronunciation practices in classrooms
The research highlights a notable difference between teachers' beliefs about pronunciation teaching strategies and their actual practices, reflecting a continued dependence on conventional methods in English as a Foreign Language (EFL) classrooms, as supported by existing literature.
The case-study teachers predominantly relied on traditional techniques like repetition and reading aloud, aligning with Baker's (2011) observations Their methods were categorized under the analytic-linguistic approach, primarily audio-lingual and grammar translation, as noted by Celce, Brinton, and Goodwin (1996) Teacher A reported using these methods for over 75% of her instructional time, leading to student disengagement and ineffective learning outcomes Although she expressed a desire to implement more communicative strategies, such as collaborative learning, her classroom practices contradicted her beliefs Similarly, Teacher B's observations revealed a focus on rote repetition instead of engaging activities like games or peer feedback.
Teacher C's instructional approach, while theoretically endorsing diverse methods, predominantly relied on grammar-focused teaching, limiting the effectiveness of her pairwork and discussion activities due to insufficient time This highlights a significant disconnect between her beliefs about pronunciation and her actual classroom practices Conversely, Teacher D's preference for direct instruction and reluctance to address pronunciation errors stemmed from the complexities of pronunciation rules and students' unfamiliarity, reflecting challenges noted in existing literature, such as native language differences and varying phonetic abilities (Kenworthy, 1987) Despite literature advocating for engaging methodologies (Ahmad Shah et al., 2017), both teachers often defaulted to traditional, teacher-centered approaches.
The findings highlight the critical need to align theoretical beliefs with teaching practices While teachers demonstrated knowledge of effective pronunciation instruction strategies, classroom observations revealed that systemic pressures and traditional methods heavily influenced their instructional decisions.
Teachers recognize the importance of pronunciation in English as a Foreign Language (EFL) instruction; however, systemic and emotional challenges hinder their implementation of effective practices The study reveals significant discrepancies between teachers' beliefs expressed in interviews and their actual classroom practices This aligns with Nguyen (2018), who noted similar contradictions in her research, where a teacher's responses did not match the observations of their classroom.
Teachers emphasized the need for targeted professional development to equip them with the skills and confidence to prioritize pronunciation instruction By connecting theoretical knowledge with practical application and fostering collaborative classroom environments, educators can align their practices with their pedagogical beliefs, ultimately improving student learning outcomes in pronunciation.