Pronunciation is an essential aspect in English language teaching and learning (Martin, 2015). In EFL classrooms, however, pronunciation seems to be ignored which may cause unintelligibility in oral communication (Gilakjani & Sabouri, 2016). According to Cunningham (2009b), mastering English pronunciation has been one of the biggest challenges for Vietnamese learners. Despite the significance of determining learners' and teachers' beliefs in pronunciation learning and teaching process, research on this field has been limited so far (Baker, 2014; Buss, 2015). Therefore, this study is an attempt to investigate Binh Phuoc high school students' and teachers' beliefs about the current practices of pronunciation in EFL classrooms. To achieve this aim, this study was carried out by employing a mixed-methods approach with the participation of 249 students in three grades of 10, 11, and 12 and 33 EFL teachers of four high schools in Binh Phuoc province. Quantitative data collected from the questionnaires were processed by SPSS (24.0), whereas the qualitative data obtained from the semi-structured interviews were analyzed following six steps recommended by O'Connor and Gibson (2017). The findings revealed that traditional techniques including repetition, reading aloud, imitation… were still utilized. Additionally, the results also implied that the IPA-based phonetic transcription was seldom used to teach and practice English sounds systematically. Furthermore, the differences between students' and teachers' beliefs about this issue were also highlighted. (246 words). Keywords: beliefs, practices, pronunciation, Vietnamese EFL context.
Pronunciation is an essential aspect in English language teaching and learning (Martin, 2015). In EFL classrooms, however, pronunciation seems to be ignored which may cause unintelligibility in oral communication (Gilakjani & Sabouri, 2016). According to Cunningham (2009b), mastering English pronunciation has been one of the biggest challenges for Vietnamese learners. Despite the significance of determining learners' and teachers' beliefs in pronunciation learning and teaching process, research on this field has been limited so far (Baker, 2014; Buss, 2015). Therefore, this study is an attempt to investigate Binh Phuoc high school students' and teachers' beliefs about the current practices of pronunciation in EFL classrooms. To achieve this aim, this study was carried out by employing a mixed-methods approach with the participation of 249 students in three grades of 10, 11, and 12 and 33 EFL teachers of four high schools in Binh Phuoc province. Quantitative data collected from the questionnaires were processed by SPSS (24.0), whereas the qualitative data obtained from the semi-structured interviews were analyzed following six steps recommended by O'Connor and Gibson (2017). The findings revealed that traditional techniques including repetition, reading aloud, imitation… were still utilized. Additionally, the results also implied that the IPA-based phonetic transcription was seldom used to teach and practice English sounds systematically. Furthermore, the differences between students' and teachers' beliefs about this issue were also highlighted. (246 words). Keywords: beliefs, practices, pronunciation, Vietnamese EFL context.
Room 18 (Building G3, Room 204) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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