An Investigation of Pronunciation Teaching Perceptions of In-Service Teachers

Pronunciation is a fundamental aspect of language learning, yet it is often overlooked due to challenges such as inadequate training, limited class time, and a lack of resources. Understanding teachers’ perspectives can help refine instructional approaches and lead to more effective pronunciation instruction. This study aimed to examine the perceptions of in-service English language teachers in North Cyprus regarding pronunciation instruction and its role in English Language Teaching (ELT). A quantitative research design was employed, and data were collected from 132 secondary and high school English language teachers who volunteered (non-probability sampling). The Pronunciation Teaching Perception Scale (PTPS) was used as the main data collection instrument. The data were analyzed using SPSS 24, employing descriptive statistics, independent samples t-tests, and one-way ANOVA. Findings revealed that teachers generally held positive perceptions of pronunciation instruction, particularly in using English for communication and in emphasizing pronunciation instruction. Teachers working in private schools, English-medium institutions, or those with Ph.Ds, international experience, and either low or high teaching experience showed significantly higher perception scores. These results offer valuable implications for teacher training, curriculum development, and pronunciation pedagogy in EFL contexts.