Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice
In EFL classrooms today, teachers are facing the challenge of helping their students improve their intelligibility in international communication in English. Feedback is one of the main ways through which teachers are performing the task. However, feedback on students’ English pronunciation has not...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2022-09-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440221126612 |
| _version_ | 1798000501616279552 |
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| author | Thi Thanh Huyen Phuong |
| author_facet | Thi Thanh Huyen Phuong |
| author_sort | Thi Thanh Huyen Phuong |
| collection | DOAJ |
| description | In EFL classrooms today, teachers are facing the challenge of helping their students improve their intelligibility in international communication in English. Feedback is one of the main ways through which teachers are performing the task. However, feedback on students’ English pronunciation has not received commensurate attention in EFL contexts. Aiming to shed some light on this essential but neglected aspect of English language teaching (ETL), this study examines the beliefs and practices of ten experienced teachers of English at a non-English-major university in Vietnam. Findings derived from semi-structured interviews and classroom observations show that teachers largely shared a strong belief in the importance of feedback in learners’ pronunciation development. Teachers were found to mainly focus on instant feedback rather than delayed feedback, and on individual errors rather than collective ones. Findings also indicated that teachers’ approaches to feedback provision diverged greatly, which were confined by their varying expectations in pronunciation pedagogy, different knowledge, and beliefs regarding how to correct, what to correct, and who would benefit from error correction. On the basis of the findings, implications for classroom practices and teacher training were discussed. |
| first_indexed | 2024-04-11T11:21:18Z |
| format | Article |
| id | doaj.art-24a92e35f74143dc9e9e272571049364 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-04-11T11:21:18Z |
| publishDate | 2022-09-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-24a92e35f74143dc9e9e2725710493642022-12-22T04:27:02ZengSAGE PublishingSAGE Open2158-24402022-09-011210.1177/21582440221126612Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and PracticeThi Thanh Huyen Phuong0FPT University, Hanoi, VietnamIn EFL classrooms today, teachers are facing the challenge of helping their students improve their intelligibility in international communication in English. Feedback is one of the main ways through which teachers are performing the task. However, feedback on students’ English pronunciation has not received commensurate attention in EFL contexts. Aiming to shed some light on this essential but neglected aspect of English language teaching (ETL), this study examines the beliefs and practices of ten experienced teachers of English at a non-English-major university in Vietnam. Findings derived from semi-structured interviews and classroom observations show that teachers largely shared a strong belief in the importance of feedback in learners’ pronunciation development. Teachers were found to mainly focus on instant feedback rather than delayed feedback, and on individual errors rather than collective ones. Findings also indicated that teachers’ approaches to feedback provision diverged greatly, which were confined by their varying expectations in pronunciation pedagogy, different knowledge, and beliefs regarding how to correct, what to correct, and who would benefit from error correction. On the basis of the findings, implications for classroom practices and teacher training were discussed.https://doi.org/10.1177/21582440221126612 |
| spellingShingle | Thi Thanh Huyen Phuong Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice SAGE Open |
| title | Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice |
| title_full | Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice |
| title_fullStr | Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice |
| title_full_unstemmed | Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice |
| title_short | Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice |
| title_sort | feedback on pronunciation vietnamese efl teachers beliefs and practice |
| url | https://doi.org/10.1177/21582440221126612 |
| work_keys_str_mv | AT thithanhhuyenphuong feedbackonpronunciationvietnameseeflteachersbeliefsandpractice |