Abstract:

The study explores the multifaceted role of learnersʼ motivation in learning English pronunciation within an EFL context. Building on theoretical frameworks related to EFL pronunciation learning, established theories of integrative and instrumental orientations, self determination, and goal setting, it explores how motivational factors influence pronunciation development. The central premise is that higher motivation leads to greater improvements in measurable pronunciation outcomes. A mixed methods action research design was implemented during a 12 week Phonetics and Phonology course, with data collected at baseline, mid point, and post test. The study integrates acoustic analyses conducted with Praat/Parselmouth, blinded instructor perception ratings, a validated motivation scale, and semi structured interviews. ANCOVA was used to compare individual progress, and correlation analyses investigated relationships among acoustic performance, perceptual evaluations, and motivational variables. Findings contribute to a deeper understanding of the interaction between motivational dispositions and pronunciation development. The study also proposes evidence based pedagogical strategies to enhance learner motivation and improve pronunciation outcomes. These insights aim to support instructors in developing effective training approaches that facilitate learners’ pursuit of more native like English pronunciation.

Keywords:

English as a foreign language, pronunciation training, motivation, native-like pronunciation.