These findings were not in tune with the previous studies including Eckstein (2007), Rokoszewska (2012), Erbay et al. (2016), whose studies found that the use of cognitive and metacognitive strategies was the highest. The results did not also concur with the findings of Akyol (2013), who found a high use of social strategies and a low use of metacognitive and cognitive ones.
4.1.1 Memory strategies
Table 2: Memory strategies
Table 2 shows that the most frequently used tacticin the group of memory strategies (from tactic 1 to 4 in the questionnaire) is repeating a word several times over to memorize its pronunciation (M=3.91). The students also reviewed the pronunciation of recently learnt words and memorized the pronunciation of new words when they associated them (M=3.25) while they did not often use phonetic symbols or their own code to write down its pronunciation (M=2.93).
4.1.2 Cognitive strategies
Table 3 shows that in the group of cognitive strategies (from tactic 5 to 19 in the questionnaire), the students frequently spoke to foreigners in English (3.87) and repeated sounds, words, sentences after English speakers (M=3.86) to improve their pronunciation. The students also listened to the radio and/ or watch TV in English quite often (M=3.55). When they did not know the pronunciation of any words, they looked them up in a dictionary (M=3.69) and also searched for information on phonetics and phonology in books, on the Internet, etc. (M=3.55).
According to the results, the students seldom imitated the English speakers’ lip movements (M=2.84), gestures and facial expressions (M=2.60).
68.20%
31.80%
The percentage of PLS use
Memory strategies N Mean Std.
Deviation 1. In order to memorize the pronunciation of a given word I use
phonetic symbols or my own code to write down its pronunciation. 120 2.9362 1.00875 2. I memorize the pronunciation of new words when I associate them 120 3.2553 1.05229 3. I repeat a word several times over (aloud or in my mouth) to
memorize its pronunciation 120 3.9149 1.01788
4. I review the pronunciation of recently learnt words regularly 120 3.2766 1.01515
123 4.1.3 Compensation strategies
As seen from Table 4 below, many students compensated for the lack of knowledge in pronouncing the target language by guessing it (M=3.80). Sometimes they produced a sound as similar to it as possible if the words were new to them (M=3.28). Interestingly, the result shows that the students did not often attempt to pronounce difficult words; they would rather avoid using the words they did not know how to pronounce (M=2.48).
Table 4: Compensation strategies
Compensation strategies N Mean Std.
Deviation 20. If I do not know how to pronounce a given word, I guess its
pronunciation. 120 3.8043 .83319
21. If I do not know how to pronounce a given word, I avoid using it. 120 2.4894 .99722 22. If I cannot produce a given English sound, I produce a sound as similar
to it as possible. 120 3.2826 1.00362
Table 3: Cognitive strategies
Cognitive strategies N Mean Std.
Deviation 5. I repeat sounds, words, sentences, etc., after English speakers. 120 3.8681 1.10042 6. I repeat sounds, words, sentences, etc., simultaneously with English
speakers. 120 3.0000 .95553
7. I repeat sounds, words, sentences, etc., simultaneously with English
speakers, imitating their gestures and facial expressions. 120 2.6087 1.12503 8. I listen to the radio and/ or watch TV in English. 120 3.5532 1.05930 9. I listen to recordings several times in order to identify the
pronunciation of unknown words. 120 3.0638 1.00875
10. I speak to foreigners in English. 120 3.8745 .92653
11. I imitate mouth movements made by English speakers. 120 2.8478 .98809 12. I practice my pronunciation by speaking to myself in English. 120 3.3261 1.07609 13. I practice reading aloud, paying particular attention to my
pronunciation. 120 3.3478 1.05867
14. I look up the pronunciation of unknown words in a dictionary 120 3.6957 1.17132 15. I search for information on phonetics and phonology in books, on
the internet, etc. 120 3.5532 1.07962
16. I try to identify and use pronunciation rules. 120 3.2979 .93052 17. I analyze the differences between English pronunciation and the
pronunciation of other languages. 120 2.3617 1.32576
18. I complete various phonetic exercises which I find in course-books,
computer programs and on internet sites. 120 2.5957 .79836
19. I use phonetic symbols. 120 2.6522 .97108
124 4.1.4 Metacognitive strategies
As shown in Table 5, the students did not usually use the metacognitive strategies. They likely paid attention to pronunciation when someone was speaking English (M=3.46) and tried to overcome their pronunciation problems (M=3.40). Generally, they made an effort to find out how to improve their pronunciation (M=3.30) and also found as many different ways of practicing pronunciation as they can (M=3.23). However, they did not succeed in setting the time of learning, selecting materials and strategies (M=2.74). Similarly, they did not frequently have clear goals for improving their pronunciation (M=2.63). As a result, they were unfamiliar with evaluating their progress in pronunciation by recording themselves and comparing their pronunciation to the pronunciation of native speakers (M=2.52).
Table 5: Metacognitive strategies
Metacognitive strategies N Mean Std.
Deviation 23. I try to find as many different ways of practicing my
pronunciation as I can 120 3.2340 1.10754
24. I pay attention to pronunciation when someone is speaking
English. 120 3.4681 .99676
25. I try to find out how to improve my pronunciation. 120 3.3043 1.22691 26. I plan pronunciation learning – I set the time of learning,
select materials, strategies, 120 2.7447 .94335
27. I have clear goals for improving my pronunciation. 120 2.6304 .95123 28. I notice my pronunciation problems and I try to overcome
them. 120 3.4043 1.01424
29. I evaluate my progress in pronunciation by recording myself and comparing my pronunciation to the pronunciation of native speakers.
120 2.5106 1.13965
4.1.5 Affective strategies
Table 6 shows the students sometimes used the tactic of encouraging themselves to speak English even when they were afraid that their pronunciation was not good (M=3.44). They also encouraged themselves to work on pronunciation even when they thought that something was too difficult for them (M=3.34), and noticed if they were nervous when they were learning English pronunciation or speaking English and they tried to relax (M=3.21).
Table 6: Affective strategies
Affective strategies N Mean Std.
Deviation 30. I encourage myself to speak English even when I am afraid that
my pronunciation is not good. 120 3.4468 .87993
125 31. I encourage myself to work on pronunciation even when I think
that something is too difficult for me.
120 3.3404 1.04832 32. I notice if I am tense or nervous when I am learning English
pronunciation or speaking English and I try to relax.
120
3.2174 1.03092 4.1.6. Social strategies
Finally, the students liked to ask their peers for help if they did not know how to pronounce a given sound or word (M=3.74) and also learnt pronunciation with other students, friends (M=3.61). However, they did not often ask English speakers to correct their pronunciation when they spoke (M=2.52).
Table 7: Social strategies
Social strategies N Mean Std. Deviation 33. I ask English speakers to correct my pronunciation when I
speak.
120 2.5217 1.11034 34. I ask others for help if I do not know how to pronounce a given
sound or word.
120 3.7447 1.22418 35. I learn pronunciation with other students, friends. 120 3.6170 1.27779 36. I help others in learning pronunciation. 120 2.7872 1.23246
From the literature review of PLS used frequently by good or successful language users, the researchers recognized that listening to L2 is the most frequently used strategy (Szyszka, 2015).
Apart from listening-based strategies, PLS referred by good language users belong to more active strategies such as talking aloud or silently to oneself in English, imitating native speakers, concentrating intensely on pronunciation while speaking, seeking opportunities to talk with others in English, noticing different English dialects or varieties, mentally rehearsing how to say something before speaking, and asking someone else to correct one’s pronunciation.
Connecting to the students in the study, they were likely to use more of memory strategies such as reading a word several times aloud to memorize its pronunciation. This is understandable since they often practiced their pronunciation in class by repeating after their teachers although they seemed to be reluctant to ask them for correction. In regard to affective strategies, the students were considered taking their own responsibility in improving their pronunciation. Specifically, when they did not know how to pronounce a given word, they tried to guess its pronunciation, ask their peers for help or look up the pronunciation of unknown words in a dictionary. The results also showed that the students also recognized their own pronunciation problems and found it necessary to overcome them. However, they failed to set goals or determined the strategies they should have used to be successful in pronouncing the target language. To sum up, the students may be aware of the importance of pronunciation learning but they were not clearly aware of how to use pronunciation learning strategies effectively.
4.2 The students’ perception on factors affecting their pronunciation
126 In response to the question concerning the factors affecting their pronunciation, the figure shows that the students considered English teachers' model pronunciation highly influential (M=3.88) with quite low level of standard deviation (SD=0.76). The second best predictor of factor perceived contributing to good pronunciation was motivation (M=3.70). Interestingly, the students also appreciated opportunities of improving English pronunciation outside of class and ways of learning English pronunciation (M=3.48, SD=0.42). In other words, they partially recognized the significance of frequent practice and pronunciation learning strategies in improving and developing pronunciation. The least appreciated aspects were age (M=2.23) and first language transfer (M=2.65) respectively.
Table 8: The students’ perception on factors affecting their pronunciation
Factors affecting students’ pronunciation N Mean Std. Deviation
Age 120 2.2340 1.08773
First language transfer 120 2.6596 .89142
Exposure to English in class 120 3.1915 .71135
Exposure to English outside class 120 3.4889 .69486 English teachers' model pronunciation 120 3.8830 .76764
Aptitude 120 2.9130 .83868
Motivation 120 3.7021 .58662
Pronunciation Learning Strategies 120 3.4255 .74439
The findings revealed the students mostly agreed that pronunciation learning strategies contributed to English pronunciation learning success and they thought it was important to use pronunciation learning strategies in order to improve and develop their pronunciation practice.