An action research study of pronunciation training, language learning strategies and speaking confidence

English is a vehicle for international communication. In order to meet the demands of modern society, English teachers need to pay more attention to the development of learners’ competence and focus on a more effective and successful method. However traditional approaches to English language teaching still dominate Thai classrooms. Language teachers should not focus on reciting but should teach from their own understanding of language learning and help learners gain more competence with confidence. This study is a collaborative action research investigation to develop pronunciation training and communicative competence for Thai students studying English in Thailand. This study investigated pronunciation training and language learning strategies, how they influenced the learning behaviour of Thai students studying English and improved their speaking confidence. The purpose of the training was to improve students’ pronunciation and spoken intelligibility. It drew upon data collected in pronunciation training in one school in Thailand using language learning strategies and evaluated improvement after being trained in developing speaking confidence. The project contained two cycles, the first of which was to train five teachers using pronunciation training and language learning strategies. We evaluated their improvement in correct speech and in developing speaking confidence. In the second cycle, these teachers in turn taught a group of four students each and similar improvements were observed. The action phases showed the implications of the importance of pronunciation training in the Thai context and the usefulness of dictionary usage to help learners to improve their competence and to have more confidence to speak English. The project resulted in a change of policy by the school to include pronunciation teaching and to allocate English classes to teachers who understood that process. The pronunciation learning strategies in this study and those of other researchers were presented to formulate strategies as a contribution for teachers to include teaching pronunciation in their classroom instruction. The researcher intends that the data will be useful for language teachers to help them further their understanding of their students’ learning behaviour to achieve improved pronunciation. In addition, the phonetic symbol system used in the training was chiefly inspired from the symbols of the International Phonetic Association (IPA) to be standardized and easy to apply