Strategies elt undergraduate students used autonomously to improve their pronunciation

Abstract

"This thesis reports on the results of a quantitative research concerning pronunciation learning strategies. This study was carried out in School of Languages of BUAP in Puebla, Puebla in 2018. This study seeks to explore the strategies ELT undergraduate students used autonomously to improve their English pronunciation. To reach this objective four research questions were addressed, which are: What are the strategies ELT undergraduate students use autonomously to improve their pronunciation?, Which pronunciation strategies are most frequently used by ELT undergraduate advanced students at School of Languages of BUAP?, Which pronunciation strategies are less frequently used by ELT undergraduate advanced students at School of Languages of BUAP? And, what are students’ opinions concerning pronunciation? Research data were collected using a questionnaire adapted from the study of Rokoszewska, (2012). The participants were 12 pre-service English teachers (9 females and 3 males). The participants’ answers were analyzed using data coding. The research findings revealed that from 60 strategies listed in the questionnaire only 38 were most preferred by the participants. Furthermore, the groups of metacognitive strategies were most favored by the participants and the least preferred group of strategies by the students was memory strategies."