R.E.F.L.E.C.T: enhancing Vietnamese EFL undergraduates’ pronunciation proficiency

Guardat en:

Dades bibliogràfiques
Publicat a:	Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 25
Autor principal:	Nhat, Ton Nu My
Altres autors:	Hien, Hoang Thi Thu
Publicat:	Springer Nature B.V.
Matèries:	Vietnam Vietnamese language Students College students Professional development Personal development Teacher education Higher education Cognitive ability Foreign language learning Learning environment Intonation Second language writing Reflective teaching Vocabulary development Critical thinking Pronunciation Pedagogy Language acquisition Writing Self awareness Language attitudes Teaching methods Rhythm Skills Learning outcomes Experiential learning English proficiency Empowerment Reduction (Phonological or Phonetic) English as a second language instruction Speech Learning Teaching English as a second language Competence Undergraduate students Scholarship Transformation Literature Reviews Active Learning Prior Learning Cognitive Processes Academic Achievement Second Languages Job Skills Pronunciation Instruction Educational Assessment Professional Education Learner Engagement Individual Development Learning Processes English (Second Language) Professional Identity English Learners Outcomes of Education Lifelong Learning Definitions Educational Facilities Improvement
Accés en línia:	Citation/Abstract Full Text Full Text - PDF
Etiquetes:	Afegir etiqueta Sense etiquetes, Sigues el primer a etiquetar aquest registre!

Descripció
Resum:	This research explores the use of reflective writing as a pedagogical tool to support Vietnamese EFL tertiary-level learners in improving their English pronunciation by gaining deeper insights into their individual learning experiences. Using an explanatory mixed-methods design, the study involved 94 English-major undergraduates. The quantitative dataset comprised students’ pretest and posttest scores, used to measure their pronunciation proficiency and evaluate the impact of reflective writing on specific aspects of pronunciation: accuracy, sentence stress, intonation, and aspects of connected speech (including rhythm, elision, and linking). The qualitative dataset included the learners’ reflective writings, analyzed thematically to identify pronunciation challenges, learners’ attitudes towards English pronunciation development, the influence of instructional approaches, the role of social and educational contexts, and the resources available for learning. Learners also voiced suggestions for improving pronunciation in an EFL context. Results confirm that reflective writing positively impacts learning outcomes, fostering improved pronunciation and promoting learners’ active engagement in their educational environment. The study introduces the R.E.F.L.E.C.T framework (Realization, Empowerment, Facilitation, Learning, Enhancement, Critical Thinking, and Transformation) to underscore the key values of reflection in higher education. While grounded in the Vietnamese EFL context, the findings contribute to the international literature on reflective practices, particularly in teaching and learning English pronunciation among EFL/ESL learners.
ISSN:	2363-5169
DOI:	10.1186/s40862-025-00333-0
Font:	Education Database