Learners’ beliefs and investment in their English pronunciation learning: A case study of English major undergraduates in a China university / Zhang Yanmei

Zhang , Yanmei (2025) Learners’ beliefs and investment in their English pronunciation learning: A case study of English major undergraduates in a China university / Zhang Yanmei. PhD thesis, Universiti Malaya.

	PDF (The Candidate's Agreement) Restricted to Repository staff only Download (324Kb)
	PDF (Thesis PhD) Download (1690Kb)

Abstract

In China, the examination-oriented education approach, which places greater emphasis on accuracy than fluency, has caused many English language learners to struggle with their English pronunciation. At the tertiary level, although English major university students demonstrate improvement in their overall English proficiency when they enter their universities, many of them are still struggling with their English pronunciation. To respond to this scenario, researchers have identified and analyzed a number of factors that influence English pronunciation learning, such as confidence, learning motivation, anxiety, and attitude. Nevertheless, little attention is given to the role of learners’ beliefs and investment as possible factors that influence English pronunciation learning. To fill the gaps, the current study provided a comprehensive understanding of English major students’ English pronunciation learning beliefs and investment, as well as the congruence of their beliefs and their investment behaviors in and out of class, to understand the process that happened between them. Employing a multiple-case study, the data collection techniques of this qualitative study included in-depth interviews, observations,diaries, and document analysis. The data were analyzed with the help of NVivo 12. This study found that five English major students hold three different beliefs about their English pronunciation learning goal: native-likeness, intelligibility, and a dilemma between native-likeness and intelligibility. Additionally, the study discovered that beliefs regarding the status of English pronunciation learning also emerged as positive or negative among participants. Moreover, beliefs about English pronunciation learning strategies included cognitive strategy, social strategy, metacognitive strategy, affective strategy, and memory strategy. Differences and similarities appeared when these professed beliefs were compared to the applied investments. Based on observations both inside and outside of class, it was found that there were two types of investment behaviors: diverse investment and incidental learning. The participants justified their investments based on the personal and contextual factors that mediate their beliefs and investments. Concerning the findings, congruence and in-congruence were identified into three groups: positive congruence, negative congruence, and incongruence. Further, the thematic and case study findings were discussed in relation to the existing body of knowledge, followed by an illustration of significant conclusions, including some implications, contributions, limitations, and future suggestions.

Actions (For repository staff only : Login required)