Abstract
Research on good language learners has demonstrated that the use of language learning strategies is effective in develo** students’ second language (L2) competence and autonomy. Amongst the great number of studies conducted into language learning strategies in general, very few have looked into the area of L2 pronunciation, and even fewer in a Middle Eastern EFL context. This study aims to explore the language learning strategies that Jordanian English as a foreign language (EFL) university students use in their quest to develop L2 pronunciation. The study utilized three methods of data collection: classroom observations, a questionnaire, and semi-structured interviews. The participants were 87 English major university students. Oxford’s (1990) framework was used to analyze the data and to classify pronunciation learning strategies (PLSs). The analysis revealed that cognitive strategies were the most commonly used by students inside and beyond the classroom, followed by social strategies and metacognitive strategies, respectively. Outside the classroom, students sought practice through the media and technology, but such learning was confined to exposure only, that is, to receptive L2 listening/viewing, with productive skills being largely overlooked. Implications for teachers include raising awareness of the benefits of using learning strategies, develo** activities that enhance students’ communicative use of L2, and, most importantly, incorporating strategy instruction into their teaching plans.
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Alghazo, S. (2021). Pronunciation Learning Strategies Used by EFL University Students: A Classroom-Based Investigation. In: Pawlak, M. (eds) Investigating Individual Learner Differences in Second Language Learning. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-75726-7_7
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