Exploring Pre-Service English Teachers’ Beliefs About Incorporating Pronunciation Instruction in Secondary High School

  • Lukman Akbar Maulana Universitas Singaperbangsa Karawang
  • Yousef Bani Ahmad Universitas Singaperbangsa Karawang
  • Dedeh Kartini Universitas Singaperbangsa Karawang
Keywords: Pre-service English teacher, Beliefs and intention, Pronunciation instruction


This qualitative study explored pre-service English teachers’ behavioral, normative, and control beliefs toward their intentions to including explicit pronunciation instruction in their future classrooms. The theoretical framework was based on the Theory of Planned Behavior (TPB) by (Ajzen, 1991) In order to understand these beliefs and the intentions of pre-service English teachers for providing pronunciation instruction. According to Ajzen’s TPB, the behavioral beliefs are based on attitude regarding the benefit or consequences of applying pronunciation instruction, the normative beliefs stand on social support and pressure to apply pronunciation instruction, and the control beliefs lay the foundation of perceived behavioral control over applying pronunciation instruction in a classroom. Data were collected from open-ended survey questions (n=30), semi-structured interviews (n=8) and end of semester reflections (n=8). The findings suggests that pre-service English teachers’ intentions to apply pronunciation instruction are related to their beliefs about the value of these instruction for improving student speech intelligibility, enhance quality of learning engagement and finding wider opportunity in the future (behavioral beliefs), its ability to meet the student needs and wants (normative beliefs), the participants’ high self-efficacy in pronunciation, and its potential for providing interactive classroom activities (control beliefs). From these results, we recommend that teacher educators should target these beliefs within teacher development programs to prepare pre-service English teachers for successful apply of pronunciation instruction in their future classrooms.


Ahmad, Y. B. (2019). Problems and strategies in teaching pronunciation on English department students. Judika (Jurnal Pendidikan Unsika), 7(1), 57-61. http://journal.unsika.ac.id/index.php/judika

Ajzen, I. (1985). From intentions to actions: a theory of planned behavior. In J. Kuhi, & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). Heidelberg: Springer

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211

Alsofyani, M., & Algethami, G. (2017). Exploring EFL teachers’ beliefs and practices regarding pronunciation teaching in a Saudi setting. Arab World English Journal (AWEJ), 8(4).

Bai, B., & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. Elt Journal, 73(2), 134-143.

Darcy, I. (2018). Powerful and Effective Pronunciation Instruction: How Can We Achieve It?. Catesol Journal, 30(1), 13-45.

Darcy, I., Rocca, B., & Hancock, Z. (2021). A window into the classroom: How teachers integrate pronunciation instruction. RELC Journal, 52(1), 110-127.

Gordon, J. (2021). Pronunciation and task-based instruction: Effects of a classroom intervention. RELC Journal, 52(1), 94-109.

Jiang, J., Vauras, M., Volet, S., & Salo, A. E. (2019). Teacher beliefs and emotion expression in light of support for student psychological needs: A qualitative study. Education Sciences, 9(2), 68.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks: Sage Publications.

Nguyen, L. T., Hung, B. P., Duong, U. T. T., & Le, T. T. (2021). Teachers’ and learners’ beliefs about pronunciation instruction in tertiary English as a foreign language education. Frontiers in Psychology, 12, 739842.

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578.

Palomo Blázquez, A. (2018). The benefits of learning English as a second language. Publicaciones Didácticas.

Pennington, M. C. (2021). Teaching pronunciation: The state of the art 2021. RELC Journal, 52(1), 3-21.

Pourhossein Gilakjani, A. (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education, 1(1), 1-6.

Sardegna, V. (2022). Evidence in favor of a strategy-based model for English pronunciation instruction. Language Teaching, 55(3), 363-378. doi:10.1017/S0261444821000380

Songyai, P. (2021). Thai EFL teachers' beliefs and reported practices: an investigation of english language pronunciation instruction.

Suryata, A., Mobit, M., & Kartini, D. (2022). How Is The Attitude Towards English? Indonesian Vocational High School Students’ Experiences. INTERACTION: Jurnal Pendidikan Bahasa, 9(1), 133-140.

Tran, D. P. T., & Nguyen, H. B. (2020). EFL Teachers' Beliefs and Practices of Teaching Pronunciation in a Vietnamese Setting. Universal Journal of Educational Research, 8(12), 7022-7035.

Warsame, R. (2021). The Influence of Teacher Beliefs on Classroom Practices in English Pronunciation Teaching.

How to Cite
Maulana, L., Ahmad, Y., & Kartini, D. (2024). Exploring Pre-Service English Teachers’ Beliefs About Incorporating Pronunciation Instruction in Secondary High School. Jurnal Ilmiah Wahana Pendidikan, 10(3), 376-386. https://doi.org/10.5281/zenodo.10638780