Selected Determinants of Pronunciation Anxiety


Keywords: Foreign language enjoyment, FL learning experience, Language anxiety, Pronunciation anxiety, Willingness to communicate


Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.


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Author Biography

Jang Ho Lee, Chung-Ang University

Jang Ho Lee received his DPhil in Education from the University of Oxford, and is presently an associate professor in the Department of English Education at Chung-Ang University. His areas of interest are L2 vocabulary acquisition, teachers’ code-switching in English classrooms, and developing AI-based chatbots for English teaching and learning. His work has been published in Applied Linguistics, ELT Journal, ReCALL, Language Teaching Research, Language Learning & Technology, The Modern Language Journal, TESOL Quarterly, System, Journal of Multilingual and Multicultural Development, Language Awareness, among others.


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How to Cite
Baran-Łucarz, M., & Lee, J. H. (2021). Selected Determinants of Pronunciation Anxiety. International Journal of English Studies, 21(1), 93–113.