EFL learners’ expectations of pronunciation training – a case at Can Tho University

Abstract

The research investigated English as a Foreign Language (EFL) learners’ expectations of pronunciation training at Can Tho University (CTU) and explored whether these expectations aligned with their actual experiences in the pronunciation course. The study used a qualitative approach through semi-structured interviews. The participants in this study were twelve third-year English Studies learners in the High-Quality Program (48th cohort) who had previously completed the English Pronunciation in Practice 1 and 2 courses. The findings showed that learners had strong expectations in three broad areas: developing intelligibility and fluency in oral communication, receiving corrective feedback, and acquiring key pronunciation features such as difficult phonemes, stress, intonation, and connected speech. These expectations indicate that learners desire to become more confident, especially when communicating with native speakers. Although the majority of participants gave positive feedback about the pronunciation course, some individuals identified areas for improvement. These included a lack of individualised feedback, insufficient speaking practice, and limited opportunities to apply pronunciation skills in real-life communication situations. Based on the findings, the study offers pedagogical implications to more closely align pedagogies with learners’ expectations. These include more interactive tasks, more feedback, and promotion of independent learning. The study provides insights to instructors and curriculum designers who want to improve pronunciation teaching in the Vietnamese EFL context.