Electronic Thesis and Dissertation Repository


Master of Arts




Faez, Farahnaz


This study investigated ESL teachers’ perceived level of self-efficacy in pronunciation instruction, perceived level of language and pronunciation proficiency, and level of pronunciation instruction knowledge. An online survey and follow-up interviews were administered. Results showed that, overall, ESL teachers in Canada report high levels of self-efficacy, language and pronunciation proficiency, and knowledge of pronunciation instruction. When comparing native English-speaking teachers (NESTs) with non-native English-speaking teachers (NNESTs), NESTs reported higher ratings on their self-perceived language and pronunciation proficiency, and self-perceived knowledge of pronunciation instruction. On the other hand, NNESTs reported higher ratings on their self-efficacy, desired levels of language and pronunciation proficiency, and desired knowledge of pronunciation instruction when compared to NESTs. Interview findings reveal that teacher education and explicit learning experiences of NNESTs contributed to their high reporting of pronunciation efficacy and knowledge for pronunciation instruction. In addition, results indicated that ESL teachers’ language proficiency did not correlate with their self-efficacy in pronunciation instruction, but their pronunciation proficiency and self-reported level of pronunciation instruction knowledge correlated with their self-efficacy. These findings have significant implications for teacher education programs and the need to offer courses in pronunciation instruction.