| dc.description.abstract | Pronunciation is one of the linguistic aspects of learning any languages. In particular, studying English as a second language by pronouncing the words correctly has been necessary for EFL learners and played an important role in communication effectiveness. The study investigates the effectiveness of various learning methods in improving English pronunciation among students of the English Department at Haiphong University of Management and Technology. It explores how unsuitable instructional approaches, psychological barriers such as anxiety and lack of confidence, and the absence of phonetic training can hinder students' pronunciation development. Through a combination of surveys, classroom observations, and interviews, the study identifies key factors influencing pronunciation acquisition, including the role of corrective feedback, first language interference, and the impact of suprasegmental features like stress and intonation. The findings highlight the importance of learner-centered, communicative approaches and the integration of phonetic instruction to enhance pronunciation outcomes. Practical recommendations are offered to address psychological barriers and promote more effective teaching strategies. The study aims to contribute to improved pedagogy in pronunciation teaching for second language learners in Vietnamese tertiary education contexts. | en_us |
