R.F.L.E.C.T: Enhancing Vietnamese EFL Undergraduates' Pronunciation Proficiency

Abstract This research employs reflective writing to aid Vietnamese EFL tertiary-level learners in deepening their understanding of English pronunciation by gaining insights into their individual learning experiences. Using an explanatory mixed-methods design, the study involved 94 English-major undergraduates. Quantitative dataset included students’ test scores to assess the learners’ pronunciation ability and the impact of reflective practice on their proficiency in this area. Qualitative dataset consists of the learners’ reflective writings, the thematic analysis of which elucidates the learners’ pronunciation problems, shedding light on their learning journey, specifically their general attitude towards English pronunciation development, the challenges they encounter, the teachers’ instructional approaches, the social and educational context, and the resources, and their voices on how to improve English pronunciation in a foreign context. Results affirm the positive effects of reflective writings on learning outcomes, highlighting students’ active engagement in their educational environment. The study discusses the key values of reflection in higher education using the acronym R.F.L.E.C.T (Realization, Facilitation, Learning, Enhancement, Empowerment, Critical Thinking, andTransformation). While conducted in the context of EFL education in Vietnam, the findings contribute significantly to the international literature on reflective practices, particularly in the teaching and learning of English pronunciation among EFL/ESL learners.