Efficacy of Explicit Pronunciation Training: Perspectives of Pre-Service English Teachers

Abstract

This study examines how explicit pronunciation training impacts the future confidence and efficacy of pre-service English teachers. It specifically focuses on a 15-week course to capture contextual insights, incorporating a post-semester survey that evaluates changes in self-efficacy regarding pronunciation among participants and a detailed analysis of self-reflection data to deepen understanding of these changes. Survey results revealed significant enhancements in the pronunciation skills of pre-service teachers, boosting their confidence and equipping them with advanced instructional techniques—factors critical for professional development and effectiveness. Subsequent network analysis of self-reflection essays from students who completed the course (N=20) indicated a largely positive impact, further identifying key terms and elucidating connections among recurring themes. This demonstrated the integral value of the training within the curriculum. In addition, the phonetic and phonological knowledge gained through practice is reported to have fostered ongoing language improvement in the students’ reflection essays. This study reaffirmed the importance of incorporating explicit pronunciation training into teacher education programs, ensuring that institutions prioritize this essential training to empower future teachers with the skills needed for effective pronunciation pedagogy.