EFL Learners’ Beliefs about Pronunciation Teaching
Keywords:EFL, course design, English pronunciation, learner beliefs, pronunciation instruction
This paper aims to provide insight into the current teaching practices of English pronunciation in Pakistan at the university level by exploring EFL learners’ beliefs. The study elicited the beliefs of 50 third and fourth-year BS English students at one of the renowned universities in Pakistan. The study adopted a survey questionnaire containing five-point Likert scale items, multiple-choice questions, and some open-ended questions to record students’ views. After the thematic analysis, five major categories emerged: course design, the language of instruction, learning and teaching style, types of feedback, and nativeness of teachers. The findings revealed that students were well-aware of the importance of pronunciation for intelligibility and successful communication. They were also cognizant of what is more useful to them. Similarly, students were found eager to help improve pronunciation instruction by suggesting certain changes to be incorporated and implemented.
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