Pronunciation Learning Strategies and Motivation: Their Impact on second Language Speech of Japanese EFL Learners
| dc.contributor.author | Abe, Hideki | |
| dc.date.accessioned | 2026-01-02T10:28:10Z | |
| dc.date.available | 2026-01-02T10:28:10Z | |
| dc.date.issued | 2025-12-30 | |
| dc.identifier.issn | 1731-7533 | |
| dc.identifier.uri | http://hdl.handle.net/11089/57148 | |
| dc.description.abstract | Despite increased academic interest in the factors related to individual differences in second language (L2) pronunciation, little is known about how motivated learners utilise pronunciation learning strategies (PLS) to master the target language sound system. Grounded in the self-regulated learning model, this study examined the interplay between PLS and motivation in shaping L2 comprehensibility among 103 learners in Japan. The participants completed a questionnaire that assessed their individual differences in PLS and motivation and undertook a test that measured their L2 comprehensibility. An exploratory factor analysis revealed a two-factor model consisting of PLS and motivation, which was further analysed using Pearson correlation and structural equation modelling. The analysis showed a statistically significant correlation between PLS and L2 comprehensibility, and between motivation and PLS, whereas the correlation between motivation and L2 comprehensibility was not statistically significant. The structural analysis revealed that motivation exerted a significant effect on L2 comprehensibility through PLS, with PLS being a predictor of L2 comprehensibility. Highlighting the often neglected importance of PLS, the findings suggest that the participants were motivated and goal-oriented, which led to their use of PLS. This implies that PLS use and motivation were significant factors in improving L2 comprehensibility in the classroom. | en |
| dc.language.iso | en | |
| dc.publisher | Wydawnictwo Uniwersytetu Łódzkiego | pl |
| dc.relation.ispartofseries | Research in Language | en |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0 | |
| dc.subject | pronunciation learning strategies | en |
| dc.subject | motivation | en |
| dc.subject | L2 comprehensibility | en |
| dc.subject | L2 pronunciation | en |
| dc.subject | structural equation modelling | en |
| dc.title | Pronunciation Learning Strategies and Motivation: Their Impact on second Language Speech of Japanese EFL Learners | en |
| dc.type | Article | |
| dc.page.number | 289-306 | |
| dc.contributor.authorAffiliation | National Institute of Technology Tsuruoka College | en |
| dc.references | Akase, M. (2023). Longitudinal growth in vocabulary size, vocabulary learning strategy use, motivation, and self-efficacy in Japanese EFL learners. NIT Nagano College. | en |
| dc.references | Al-Hoorie, A. H. (2018). The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. https://doi.org/10.14746/ssllt.2018.8.4.2 | en |
| dc.references | Ardasheva, Y. (2016). A structural equation modeling investigation of relationships among school-aged ELLs' individual difference characteristics and academic and second language outcomes. Learning and Individual Differences, 47, 194–206. https://doi.org/10.1016/j.lindif.2016.02.010 | en |
| dc.references | Baker-Smemoe, W. & Haslam, N. (2013). The effect of language learning aptitude strategy use and learning context on L2 pronunciation learning. Applied Linguistics, 34, 435–456. https://doi.org/10.1093/applin/ams066 | en |
| dc.references | Baran-Łucarz, M. (2017). FL pronunciation anxiety and motivation: Results of a preliminary mixed-method study. In E. Piechurska-Kuciel, E. Szymańska-Czaplak, & Magdalena Szyszka. (Eds.). At the Crossroads: Challenges of Foreign Language Learning (pp. 107–133). Springer. https://doi.org/10.1007/978-3-319-55155-5_7 | en |
| dc.references | Berkil, G. (2008). A closer look at pronunciation learning strategies, L2 pronunciation proficiency and secondary variables influencing pronunciation ability. MA thesis, Bilkent University. | en |
| dc.references | Choi, Y., Zhang, D., Lin, C., & Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a foreign language. Asian EFL Journal, 20(3), 54–82. | en |
| dc.references | Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19–36. https://doi.org/10.1111/j.0026-7902.2005.00263.x | en |
| dc.references | Derwing, T. M. & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins. https://doi.org/10.1075/lllt.42 | en |
| dc.references | Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. LEA https://doi.org/10.1075/aila.19.05dor | en |
| dc.references | Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press. | en |
| dc.references | Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.). Motivation, language identity, and the L2 self (pp. 9–42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003 | en |
| dc.references | Dörnyei, Z. & Skehan, P. (2003). Individual differences in L2 learning. In C. Doughty & M. Long (Eds.). The handbook of second language acquisition (pp. 589–630). Blackwell Publishing. https://doi.org/10.1002/9780470756492.ch18 | en |
| dc.references | Eckstein, G.T. (2007). A correlation of pronunciation learning strategies with spontaneous English pronunciation of adult ESL learners. MA thesis, Brigham Young University. | en |
| dc.references | Griffiths, C. (2018). The strategy factor in successful language learning: The tornado effect. Multilingual Matters. https://doi.org/10.21832/9781783099757 | en |
| dc.references | In’nami, Y. (2014). Introducing SEM. In O. Takeuchi & A. Mizumoto (Eds.). Handbook of foreign language education research, Revised edition. [in Japanese] (pp. 194 – 206). Shoohakusha. | en |
| dc.references | In’nami, Y., & Koizumi, R. (2011). Structural equation modeling in language testing and learning research: A review. Language Assessment Quarterly, 8, 250–276. https://doi.org/10.1080/15434303.2011.565844 | en |
| dc.references | Kolb, D. A. (1984). Experimental learning: Experience as the source of learning and development. Prentice Hall. | en |
| dc.references | Kleine, R. B. (2016). Principles and practice of structure equation modelling. Guilford. | en |
| dc.references | Lee, J. H., Ahn, J. J., & Lee, J. (2022). The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis. Studies in Second Language Learning and Teaching, 12(3), 435–458. https://doi.org/10.14746/ssllt.2022.12.3.5 | en |
| dc.references | Levis, J. M. (2018). Intelligibility, oral communication and the teaching of pronunciation. Cambridge University Press. https://doi.org/10.1017/9781108241564 | en |
| dc.references | Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. Studies in Second Language Acquisition, 21, 81–108. https://doi.org/10.1017/S0272263199001035 | en |
| dc.references | Moyer, A. (2004). Age, accent and experiences in second language acquisition. Multilingual Matters. https://doi.org/10.21832/9781853597190 | en |
| dc.references | Nagle, C. (2018). Motivation comprehensibility, accentedness in L2 speech: Investigating motivation as a time-varying predicator of pronunciation development. Modern Language Journal, 1–46. Advanced online publication. https://doi.org/10.1111/modl.12461 | en |
| dc.references | O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9781139524490 | en |
| dc.references | Oxford, R. (1990). Language learning strategies: What every teacher should know. Heinle and Heinle. | en |
| dc.references | Oxford, R.L. (2017). Teaching and researching language learning strategies: Self-regulation in context. Routledge. https://doi.org/10.4324/9781315719146 | en |
| dc.references | Pawlak, M. (2010). Designing and piloting a tool for the measurement of the use of pronunciation learning strategies. Research in Language, 8, 189–202. https://doi.org/10.2478/v10015-010-0005-6 | en |
| dc.references | Pawlak, M. (2018). The use of pronunciation learning strategies in form-focused and meaning-focused activities: The impact of contextual and individual difference variables. In R. L. Oxford and C.M. Amerstorfer (Eds.). Language learning strategies and individual learner characteristics (pp. 187–206). Bloomsbury. | en |
| dc.references | Pawlak, M. & Szyszka, M. (2018). Researching pronunciation learning strategies: An overview and a critical look. Studies in Second Language Learning and Teaching, 8(2), 293–323. https://doi.org/10.14746/ssllt.2018.8.2.6 | en |
| dc.references | Pintrich, P. (2000). The role of goal-orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, M. Zeidner, (Eds.). Handbook of self-regulation, research, and application (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3 | en |
| dc.references | Pintrich, P. & De Groot, E. V. (2000). Motivational and self-regulated learning component of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037//0022-0663.82.1.33 | en |
| dc.references | Plonsky, L., & Ghanbar, H. (2018). Multiple regression in L2 research: A methodological synthesis and guide to interpreting R2 values. The Modern Language Journal, 102(4), 713–731. https://doi.org/10.1111/modl.12509 | en |
| dc.references | Richter, K. (2019). English-medium instruction and pronunciation exposure and skill development. Multilingual Matters. https://doi.org/10.2307/jj.22730645 | en |
| dc.references | Rose, H., Briggs, J.G., Sergio, L., & Ivanova-Slavianskaia, N. (2017). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151–163. https://doi.org/10.1016/j.system.2017.12.002 | en |
| dc.references | Saito, K., Dewaele, J. D., Abe, M. & In’nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709–743. https://doi.org/10.1111/lang.12297 | en |
| dc.references | Saito, K., Dewaele, J. D., & Hanzawa, K. (2017). A longitudinal investigation of the relationship between motivation and late second language speech. Language and Speech, 60(4), 614–632. https://doi.org/10.1177/0023830916687793 | en |
| dc.references | Sardegna, V., Lee, J. & Kusey, C. (2017). Self-Efficacy, attitudes and strategies for English pronunciation learning. Language Learning, 68(1), 83–114. https://doi.org/10.1111/lang.12263 | en |
| dc.references | Segalowicz, N., Gatbonton, E. & Trofimovich, P. (2009). Links between ethnolinguistic affiliation and second language fluency: Are they mediated by psychometric variables? In Z. Dörnyei & E. Ushioda (Eds.). Motivation, language identity, and the L2 self (pp. 9–42). Multilingual Matters. https://doi.org/10.21832/9781847691293-010 | en |
| dc.references | Smit, U. (2002). The interaction of motivation and achievement in advanced EFL pronunciation learners. International Review of Applied Linguistics in Language Teaching, 40, 89–116. https://doi.org/10.1515/iral.2002.009 | en |
| dc.references | Szyszka, M. (2017). Pronunciation learning strategies and language anxiety: In search of an interplay. Springer. https://doi.org/10.1007/978-3-319-50642-5 | en |
| dc.references | Szyszka, M. (2023). Intelligibility and situated pronunciation learning strategies. In V. G. Sardegna & A. Jarosz (Eds.). English Pronunciation Teaching: Theory, Practice and Research Findings (pp. 98–114). Multilingual Matters. https://doi.org/10.2307/jj.22679732.14 | en |
| dc.references | Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65, 130–138. https://doi.org/10.1016/j.system.2017.01.010 | en |
| dc.references | Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-regulated learning strategies. The Modern Language Journal, 100(3), 674–701. https://doi.org/10.1111/modl.12339 | en |
| dc.references | Teng, L. S. & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/ foreign language. Metacognition and Learning, 13(2), 213–240. https://doi.org/10.1007/s11409-017-9171-4 | en |
| dc.references | Tseng, W-T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357–400. https://doi.org/10.1111/j.1467-9922.2008.00444.x | en |
| dc.references | Véliz-Campos, M. (2015). Pronunciation learning strategy use, aptitude and their relationship with pronunciation performance of pre-service English language teachers in Chile. Unpublished EdD thesis, University of Exeter. | en |
| dc.references | Zhang, Y., Lin, C., Zhang, D. & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 85, 57–74. https://doi.org/10.1111/bjep.12135 | en |
| dc.references | Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183. https://doi.org/10.3102/0002831207312909 | en |
| dc.contributor.authorEmail | habe@tsuruoka-nct.ac.jp | |
| dc.identifier.doi | 10.18778/1731-7533.23.17 | |
| dc.relation.volume | 23 |
Files in this item
This item appears in the following Collection(s)
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0