Methods to Enhance English Pronunciation for Non-English Majored Students in Vietnam: A Conceptual Framework

Abstract

English pronunciation plays a critical role in communicative competence in EFL contexts; however, English pronunciation remains a persistent challenge for Vietnamese non-English majored students. Although techniques such as shadowing, phonetic training, and technology-assisted learning are widely used, they often lack theoretical integration. This conceptual paper synthesizes relevant literature to propose an Integrated Pronunciation Enhancement Model (IPEM) for them, grounded in Second Language Acquisition, Phonological Awareness, Cognitive Load Theory, and Working Memory. The model combines input enhancement, guided practice, feedback, and learner-internal factors, highlighting their interaction with cognitive processes. It systematically integrates shadowing, phonetic training, and technology-assisted learning, alongside mechanisms of attention, memory, and auditory–motor coordination. By synthesizing fragmented pedagogical approaches, the framework explains how instructional practices and cognitive constraints jointly influence pronunciation learning outcomes. The study contributes a model that supports more coherent instruction and informs future empirical research on pronunciation development in higher education.