This paper explored and analyzed features of English pronunciation that could cause intelligibility problems for Nepali English learners (ELs), who use English as a foreign language (EFL) or English as a second language (ESL). We examined the Nepali ELs' pronunciation issues by juxtaposing them with comparable segmental and suprasegmental features…

This study investigated the effects of video dubbing on EFL learners' pronunciation as well as explored their attitudes toward the technique at a private school in the Mekong Delta. A quasi-experimental design that followed a pretest-posttest group gathered both qualitative and quantitative data to address these issues. The participants are young…

This research explores the effectiveness of Conversation Analysis (CA) transcription symbols in teaching English stress and intonation, as well as students' attitudes toward their role in understanding prosody. A quasi-experimental study was conducted with 43 undergraduates enrolled in an English conversation class. Participants were divided into…

The shadowing technique has gained attention in language education for improving listening comprehension and linguistic skills (Hamada, 2024; Lestari, 2022). This study examined the impact of the shadowing technique on enhancing listening comprehension among 30 Chinese EFL senior high school students through two months of targeted instruction.…

The present study analyses the impoliteness of criticism over social status and distance, incorporating the concept of "levels of imposition." Criticism as a fundamental speech act is commonly used by people in the modern era, either in the digital world or the real world. It usually contains impoliteness if it embodies negative…

Three kinds of knowledge that effective teachers should master have been proposed: content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK). Most PCK studies have been conducted in the mathematics or science domain. In recent years, a growing number of studies related to foreign language teachers' PCK have…

Languages differ in the importance of acoustic dimensions for speech categorization. This poses a potential challenge for second language (L2) learners, and the extent to which adult L2 learners can acquire new perceptual strategies for speech categorization remains unclear. This study investigated the effects of extensive English L2 immersion on…

This study examines the effect of native "vs." non-native prosody instruction on developing interpreter trainees' speech comprehensibility in English as a foreign language (EFL) using a pretest-posttest-delayed posttest design. Twenty-three groups of 28 interpreter trainees at a University in Iran (six different branches) took part in…

The study aimed at investigating the effects of autonomous pronunciation learning using AI as well as the experiences of autonomous pronunciation learning using AI by higher level students. Explanatory sequential mixed-method research using both quantitative and qualitative methods was employed within thirty-two students from Universitas PGRI…

Inquiry into learning to teach pronunciation is a growing area within the second language teacher education research paradigm. To what extent this learning process extends into instructors' early years of teaching pronunciation has yet to be explored. This article is a response to this need by exploring the 3.5-year trajectory of five teachers…

The present study investigated the efficacy of segmental/suprasegmental vs. holistic pronunciation instruction in the development of listening comprehension skills by EFL learners, using a pre-test post-test design. Six groups of 20 intermediate EFL learners at a university in Iran took part in the study, all groups receiving the same amount of…

This study considers the performance of tone pronunciation and morpheme intelligibility by L2 Polish Mandarin learners. A mixed-effects ordinal regression model and Tukey's HSD multiple test were used to examine the start-point, end-point, of syllables as a means of assessing their intelligibility by L2 Polish learners regarding the tones with the…

This study aimed to identify teacher perceptions of the causes of Foreign Language Classroom Anxiety (FLCA) through feedback, and what feedback strategies teachers use to reduce FLCA. Feedback can be both a cause of FLCA and help to reduce FLCA. It is therefore important for teachers to understand how their feedback can affect FLCA. In the present…

Foreign language teachers may develop an additional identity besides their own cultural identity. This may lead to a risk of identity clashes for some teachers. In this paper, the L1 identity of the non-native teachers of English in Turkey, and the reflections of it on their professional identity was handled concerning the linguistic components of…

In this study, 118 native speakers of Japanese watched 48 separate video clips in which a teacher provided recasts on phonological or lexical errors to students in Portuguese, a language with which the participants were unfamiliar. In the video clips, six recast characteristics were manipulated: length, segmentation (segmented/whole), prosodic…