Teaching Experience and Instructional Context: How They Shape English Teachers’ Beliefs and Practices in Pronunciation Instruction

This study examines the beliefs and practices of English teachers in China regarding pronunciation instruction, with a focus on how teaching experience and instructional context shape their beliefs and practices. Utilizing a mixed-methods approach, data were collected from 436 teachers across primary, junior high and senior high schools, including 100 pre-service and 336 in-service teachers, who completed questionnaires. Additionally, semi-structured interviews were conducted with 15 teachers to gain further qualitative insights. Results reveal that while the majority of teachers acknowledge the importance of pronunciation, both teaching experience and instructional context notably impact their beliefs and instructional approaches. Teachers with more experience demonstrate greater reluctance to engage in pronunciation instruction and emphasize a stronger need for professional development in this area. The study also shows that although teachers across all levels value intelligibility as the primary goal of pronunciation instruction, many still adhere to nativeness norms. Notably, less experienced and elementary-level teachers report more frequent engagement in pronunciation activities and a wider variety of instructional methods. These findings offer valuable insights for improving English teacher training and enhancing pronunciation instruction practices within Chinese educational contexts.