Understanding The Barriers to Proficiency: A Mixed-Methods Approach of Freshmen English Majors’ Experiences with Pronunciation

Abstract

The final target of language learning is the full acquisition of the language, including the high level of pronunciation proficiency. Even though everyone realizes its importance, there are many freshmen English majors who still find it difficult to achieve English pronunciation proficiency which is described as a fundamental component of effective communication. To scrutinize the learning experiences of freshman English majors with their pronunciation in tertiary education, this study employed a mixed-methods 
approach, collecting data from both surveys and interviews. There are three elements that the study aimed to explore (1) the obstacles that freshmen English majors encounter in trying to master English pronunciation, (2) learners’ engagement with teaching methods in the classroom, and (3) learners’ perceptions of their learning barriers. The study contended that there must have existed a range of internal and external barriers to learners’ pronunciation acquisition as it had shown in the results of qualitative and quantitative data. A strong preference for more interactive and practice oriented instructions was recommended by the participants. The findings 
highlight a need for more targeted pedagogical approaches that cater to the specific needs of the students. The findings may contribute to improving English pronunciation instruction, boosting students’ confidence in spoken English, and creating a more supportive learning environment.