• Abstract

    This comprehensive study delves into the intricate landscape of English pronunciation challenges faced by 150 non-English major students during their first year at Thu Dau Mot University, Vietnam, while also incorporating the perspectives of 15 experienced English instructors. Employing a mixed-methods approach involving both qualitative interviews and quantitative questionnaires, the research reveals multifaceted insights into the issues plaguing learners’ pronunciation abilities. The findings highlight that 59% of students perceive pronunciation as “very important”, emphasizing its critical role in effective communication. Analysis of the most problematic aspects of pronunciation reveals that word stress, intonation, and troublesome consonant and vowel sounds are key stumbling blocks. To address these challenges, the study recommends several strategies. Integrating technology, such as language learning software and online resources, emerges as a promising solution, with 77% of instructors utilizing various techniques to improve pronunciation during teaching. Incorporating engaging activities like games and music can make pronunciation practice enjoyable and effective, reducing anxiety and enhancing confidence. The study also advocates accepting diverse accents, reflecting the global nature of English. Implicit corrective feedback, comparison of English sounds with those in students’ native languages, and a focus on meaningful communication activities are recommended techniques to foster pronunciation improvement. This research enriches the discourse on English language teaching and learning by shedding light on the centrality of pronunciation. By offering practical recommendations based on empirical data, it empowers educators and students alike to enhance their pronunciation skills, ultimately advancing overall language proficiency and effective communication.

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Tran, D. T. (2024). Common English pronunciation problems among Vietnamese learners: A case of non-English majors. Multidisciplinary Reviews, 7(9), 2024224. https://doi.org/10.31893/multirev.2024227
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