Language teachers’ cognitions and the impact of pronunciation training observation

This study investigates how English language teachers’ cognitions shape pronunciation instruction for adult learners and introduces the term WISER to characterise a population that is widely varied, informally trained, strained, experience-driven and resistant to change. The research explores the interaction between teacher beliefs, professional identity and institutional constraints, contrasting with existing literature on second language teachers’ cognitions (SLTC). Three teachers observed a twelve-week pronunciation-focused training programme with WISER learners. Their reactions were gathered in two interviews, 18 months apart. Findings confirm that the teachers’ prior knowledge, experience and beliefs influenced their classroom practices. Observation on its own heightened awareness but produced limited lasting change, highlighting the need for balanced professional development and revealing how deeply held beliefs and systemic structures interact to marginalise pronunciation instruction.