[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598082-105":59,"doc-detail-598082-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-a-study-circle-model-to-improve-teacher-confidence-and-proficiency-in-delivering-pronunciation-instruction","Using a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction","","Adult English language learners often need targeted pronunciation support to “crack the code” of intelligible speech, yet many instructors lack confidence and background to choose effective instructional decisions. This article reports on a 5-week professional-development initiative using a study circle with 12 adult ESL teachers, including research readings, strategy workshops, speech-sample analyses, implementation tasks, and peer observations. Pre/post surveys, analysis logs, and a delayed focus group show improved diagnosis of pronunciation issues, better integration into curriculum routines, and increased use of research-informed classroom practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-a-study-circle-model-to-improve-teacher-confidence-and-proficiency-in-delivering-pronunciation-instruction/598082/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-a-study-circle-model-to-improve-teacher-confidence-and-proficiency-in-delivering-pronunciation-instruction/598082.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address for adult pronunciation instruction?","Question",{"text":112,"@type":113},"Many adult ESL teachers feel they lack the knowledge and background to make sound decisions about pronunciation instruction, and few programs provide focused support for adult immigrant and refugee learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study circle implemented in the initiative?",{"text":117,"@type":113},"Twelve practicing adult ESL teachers participated in a 5-week study circle that included research readings, face-to-face sessions, strategy workshops, speech-sample analyses, classroom implementation tasks, and peer observations.",{"name":119,"@type":110,"acceptedAnswer":120},"What data were collected to evaluate the initiative’s impact?",{"text":121,"@type":113},"The initiative gathered pre- and post-surveys, speech-analysis logs, and a delayed focus group session to evaluate changes in teaching practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598082,1792165026,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Using a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction  \nin the Classroom  \nAdult English language learners are hungry for pronunciation instruction that helps them to “crack the code” of speaking intelligible English (Derwing, 2003). Research indicates benefits of pronunciation instruction with adult learners, yet many teachers believe they lack the knowledge and background to make sound instructional decisions (Baker, 2014). This article looks at a professionaldevelopment initiative in which 12 practicing adult English language teachers participated in a 5-week study circle on research-informed, integrated pronunciation instruction. The study circle included readings on current research, workshops on teaching strategies and techniques, speech-sample analyses, classroom implementation tasks, and peer observations. Throughout the process, data were gathered including pre-and post-surveys, speech-analysis logs, and a delayed focus group session to evaluate the impact of participation on teaching practices. Findings indicate an increased ability to diagnose and accurately describe pronunciation issues, integrate pronunciation instruction into the existing curriculum and classroom routines, and apply research-informed practices within the classroom.  \nCareers and educational opportunities in today’s economy re  \nquire extensive teamwork, strong communication skills, and command of language for engaging meaningfully with others by sharing opinions, elaborating on others’ ideas, or clarifying to overcome breakdowns in communication (Pimentel, 2013) . With these communication demands comes the need for adult English  \nThe CATESOL Journal 30.1 • 2018 • 213  \nlearners (ELs) to acquire intelligible pronunciation, yet from our experience working with programs across the country, few programs for adult immigrant and refugee learners provide focused instruction in pronunciation. Learners come to these classes with differing levels of prior exposure to English as well as varying levels of prior formal schooling (Parrish, 2015) . What all of these learners share is a need to thrive personally and professionally in the US, and part of that is becoming intelligible speakers of English. Research indicates that not only do learners express a desire to work on English pronunciation (Derwing, 2003), but lack of attention to pronunciation can lead to discrimination and prevent full access to professional opportunities (Parrish, 2004; Yates, 2011; Zielinski, 2012) . Furthermore, research indicates the benefits of direct instruction in pronunciation instruction with adult learners (Thomson & Derwing, 2015) . For these reasons, it is critical that we find ways to prepare instructors of adult English asa second language to integrate effective pronunciation instruction in their curricula.  \nIn response to these realities, we were invited to develop a professional-development initiative for practicing adult ESL teachers, using a five-week study circle on research-informed, integrated pronunciation instruction. The study circle included readings on current research, three face-to-face sessions, a workshop on teaching strategies and techniques, speech-sample analyses, classroom implementation tasks, and peer observations. (As part of the initiative, we developed a Pronunciation Study Circle Facilitator’s Guide, which is available for free download at [http://atlasabe.org/professional/adult-esl](http://atlasabe.org/professional/adult-esl).) Throughout the study circle, data were gathered, including pre-and post-surveys, speech-analysis logs, and a delayed focus group session to evaluate the impact of the study circle on teaching practices. We first situate this work in the broader fields of adult education and pronunciation instruction. We then present the rationale for the study circle model for professional development: the steps, tasks, and materials used, along with the rationale behind each. We","cbCailjou2PIxGNh","https://ap.wps.com/l/cbCailjou2PIxGNh","pdf",215572,18,"English","# Introduction\n# Careers and educational opportunities for adult learners\n# Professional-development initiative and study circle design\n# Gaps in teacher preparation and knowledge\n# Why a study circle model?","[{\"question\":\"What problem does the article address for adult pronunciation instruction?\",\"answer\":\"Many adult ESL teachers feel they lack the knowledge and background to make sound decisions about pronunciation instruction, and few programs provide focused support for adult immigrant and refugee learners.\"},{\"question\":\"How was the study circle implemented in the initiative?\",\"answer\":\"Twelve practicing adult ESL teachers participated in a 5-week study circle that included research readings, face-to-face sessions, strategy workshops, speech-sample analyses, classroom implementation tasks, and peer observations.\"},{\"question\":\"What data were collected to evaluate the initiative’s impact?\",\"answer\":\"The initiative gathered pre- and post-surveys, speech-analysis logs, and a delayed focus group session to evaluate changes in teaching practices.\"}]","Using a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction | PDF",1792086251,45]