Self-Efficacy, Attitudes, and Strategies for English Pronunciation Learning and Practice: A Structural Equation Model

• In Event: Poster Session 13
  In Poster Session: Division C Section 2a Poster Session 1: Motivational Processes

Abstract

This presentation proposes a structural model of English language learners’ self-efficacy beliefs, attitudes towards learning pronunciation skills, and pronunciation learning strategies. Using Structural Equation Modeling (SEM), participants’ (N = 711) responses to two self-reported questionnaires—i.e., Strategies for Pronunciation Improvement (SPI) Inventory, and Learner Attitudes for Pronunciation (LAP) Inventory—were analyzed to determine the direct and indirect relationships among the latent variables. The predicted model was confirmed. A multiple-groups SEM analysis of the unique internal structures in terms of gender revealed that girls with higher self-efficacy about their pronunciation skills would be less worried about improving their pronunciation skills, whereas pronunciation self-efficacy had little influence on emotions for boys. The presentation concludes with a discussion of research and pedagogical implications.

Authors

• Veronica G. Sardegna, The University of Pittsburgh

• Juhee Lee, Kyungpook National University

• Crystal Kusey, University of Texas at Austin