EFL Teachers' Pronunciation Cognition: Examining Practice Alignment and Comparative Cognitions of In-Service and Pre-Service Teachers

This study examines the cognition of pronunciation teaching among pre-service and in-service English teachers, investigating their beliefs about pronunciation instruction and the alignment between in-service teachers’ cognitions and their classroom practices. Participants included 42 in-service secondary school English teachers and 51 pre-service teachers. Data were collected through an online survey and classroom observations. Quantitative survey data were analyzed using descriptive statistics, and observational data were analyzed through frequency counts of pronunciation features, alongside qualitative comparisons with teacher cognitions. Results revealed that pre-service and in-service teachers shared similar pronunciation teaching cognitions, with no significant differences attributed to demographic or professional factors. However, subtle intergroup variations emerged, and notable discrepancies were observed between in-service teachers’ stated beliefs and actual practices. The findings underscore both the stability of core pronunciation teaching principles across professional stages and contextual adaptations that lead to cognition-practice misalignments. These results emphasize the need for reflective teacher training programs to bridge gaps between pedagogical orientations and classroom implementation.