English Pronunciation Challenges among English-Major Students at Thu Dau Mot University, Vietnam: Learner-Reported Difficulties and Instructional Strategies

English pronunciation contributes to the intelligibility of spoken communication, yet learners may experience persistent difficulties in developing accurate and comprehensible speech. This study investigates the pronunciation challenges reported by English-major students at Thu Dau Mot University, Vietnam, and examines their perceptions of instructional strategies that may support pronunciation development. A quantitative survey was conducted with 150 English-major students from four academic cohorts during the 2024–2025 academic year. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including frequencies and percentages. The findings indicate that first-language influence was a prominent concern: 98.0% of respondents agreed that negative transfer from their first language made certain English words difficult to pronounce, while 91.3% reported difficulty with English final consonants. Challenges associated with the learning environment were also evident, particularly insufficient pronunciation resources and limited opportunities to practice with proficient English speakers. In addition, 90.0% of respondents reported feeling shy or nervous when practicing pronunciation in front of others, and 86.7% indicated that they often lacked motivation to practice regularly. Regarding instructional strategies, more than 90% of respondents expressed positive views of targeted phonetic training, while interactive pronunciation tools and individualized practice were also widely endorsed. These findings suggest that pronunciation instruction should combine explicit phonetic guidance, structured practice, timely feedback, and opportunities for individualized learning. However, because the study relies on self-reported questionnaire data and does not include objective pronunciation assessments, the results should be interpreted as evidence of students’ perceived difficulties and preferences rather than direct evidence of instructional effectiveness.