TEACHERS' ATTITUDES TOWARDS ENGLISH PHONOLOGY IN TEACHING PRONUNCIATION AMONG ESL LEARNERS

Abstract

This study examined the relationship between teachers' attitudes towards English phonology and student pronunciation skills in Echague, Isabela. It collected the profile of the respondents to study the level of teachers' attitudes towards English phonology in terms of the perceived importance of phonology in language teaching; willingness to integrate phonology into teaching practices; and confidence in teaching phonology; and the significant difference in teachers' attitudes towards English phonology when grouped according to their profile. The study utilized a descriptive correlational research design to examine the relationships and interactions between multiple variables without manipulating them. It was found that respondents are middle-aged (31-40 years old, 60%), predominantly female, and married. Most hold mid to senior-level teaching positions (46% Teacher III, 36% Teacher II), have substantial teaching experience (44% with 6-10 years), and possess high educational qualifications (52% with a Master's Degree). Teachers generally agree on the significant role of phonology in teaching language, particularly its role in linguistic proficiency. Teachers are strongly willing to integrate phonology into their teaching practices, especially through collaboration with colleagues. Teachers also feel confident in their ability to teach phonology, particularly in adapting their methods to different learning styles. It is recommended that schools should provide ongoing professional development to enhance teachers' knowledge and skills in phonology, encourage collaborative efforts among teachers to share best practices and strategies for integrating phonology into their teaching, and provide resources and training to help teachers adapt their phonology teaching methods to different learning styles.