ENGLISH PRONUNCIATION DIFFICULTIES FACING EFL STUDENTS: A CASE STUDY AT TRA VINH UNIVERSITY, VIETNAM

Abstract

Pronunciation plays a significant role in communication, as unclear pronunciation can lead to misunderstandings between speakers. Thus, acquiring a clear accent is essential for comprehending the intended meaning conveyed by the speakers. Given this significance, the present study aimed to examine learners’ perceptions of English pronunciation and identify the pronunciation challenges encountered by Vietnamese EFL students. Additionally, it sought to uncover learners’ preferences regarding pronunciation instruction methods. To collect data for the study, a quantitative approach was employed, utilizing a 5-point Likert scale to gauge students’
levels of agreement across the three specified domains of inquiry. The study involved 50 fourthyear EFL students (comprising 29 Kinh and 21 Khmer students) from the College of Southern Khmer Language – Culture – Arts and Humanities at Tra Vinh University. These students are majoring in English education and studying English as a foreign language. The findings revealed that students acknowledged the difficulty of learning pronunciation and strongly supported the instructional methods proposed in the questionnaire. Specifically, Kinh students struggled to recognize spoken words due to various accents, while Khmer learners faced challenges in pronouncing English vowel sounds. Nevertheless, both groups concurred that word stress, sentence stress, and certain final consonant sounds were challenging to articulate. Finally, the recommendations and the study’s limitations are also included.