Affiliation:
1. The University of Wollongong, Australia
Abstract
This chapter reports a study on EFL learners' perspectives on online pronunciation instruction (OPI), aiming to understand their perceptions and the impact of online platforms on pronunciation development. Data were collected via a survey questionnaire and subsequent online interviews following 10-hour explicit pronunciation instruction sessions, involving 40 Kurdish EFL learners. Through comprehensive descriptive and thematic analyses of the survey and interviews, the findings highlight positive attitudes toward OPI. Moreover, the results indicate learners' favourable reception of OPI, recognizing its specificity and crucial role in pinpointing areas for improvement. Overall, this research underscores the positive reception of online methodologies that incorporate technology (i.e., high variability phonetic training (HVPT), offering valuable insights to enhance language instruction in virtual environments. The results of this study are discussed in terms of implications and pedagogical recommendations for online L2 pronunciation teaching and learning.