R.E.F.L.E.C.T: enhancing Vietnamese EFL undergraduates’ pronunciation proficiency
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| Publicat a: | Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 25 |
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Springer Nature B.V.
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 022 | |a 2363-5169 | ||
| 024 | 7 | |a 10.1186/s40862-025-00333-0 |2 doi | |
| 035 | |a 3227708930 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 100 | 1 | |a Nhat, Ton Nu My |u Ho Chi Minh City University of Industry and Trade, Ho Chi Minh City, Viet Nam (GRID:grid.491482.2) (ISNI:0000 0004 6041 6067) | |
| 245 | 1 | |a R.E.F.L.E.C.T: enhancing Vietnamese EFL undergraduates’ pronunciation proficiency | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Vietnam | |
| 653 | |a Vietnamese language | ||
| 653 | |a Students | ||
| 653 | |a College students | ||
| 653 | |a Professional development | ||
| 653 | |a Personal development | ||
| 653 | |a Teacher education | ||
| 653 | |a Higher education | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Learning environment | ||
| 653 | |a Intonation | ||
| 653 | |a Second language writing | ||
| 653 | |a Reflective teaching | ||
| 653 | |a Vocabulary development | ||
| 653 | |a Critical thinking | ||
| 653 | |a Pronunciation | ||
| 653 | |a Pedagogy | ||
| 653 | |a Language acquisition | ||
| 653 | |a Writing | ||
| 653 | |a Self awareness | ||
| 653 | |a Language attitudes | ||
| 653 | |a Teaching methods | ||
| 653 | |a Rhythm | ||
| 653 | |a Skills | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Experiential learning | ||
| 653 | |a English proficiency | ||
| 653 | |a Empowerment | ||
| 653 | |a Reduction (Phonological or Phonetic) | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Speech | ||
| 653 | |a Learning | ||
| 653 | |a Teaching | ||
| 653 | |a English as a second language | ||
| 653 | |a Competence | ||
| 653 | |a Undergraduate students | ||
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| 653 | |a Transformation | ||
| 653 | |a Literature Reviews | ||
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| 653 | |a Prior Learning | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Second Languages | ||
| 653 | |a Job Skills | ||
| 653 | |a Pronunciation Instruction | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Professional Education | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Individual Development | ||
| 653 | |a Learning Processes | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Professional Identity | ||
| 653 | |a English Learners | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Definitions | ||
| 653 | |a Educational Facilities Improvement | ||
| 700 | 1 | |a Hien, Hoang Thi Thu |u The University of Queensland, Brisbane, Australia (GRID:grid.1003.2) (ISNI:0000 0000 9320 7537) | |
| 773 | 0 | |t Asian-Pacific Journal of Second and Foreign Language Education |g vol. 10, no. 1 (Dec 2025), p. 25 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227708930/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3227708930/fulltext/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227708930/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |