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Recent research in English as a second language (ESL) contexts has shown pronunciation teaching to be undervalued and often overlooked both in published textbooks and teachers' classroom practice, despite growing research evidence for the efficacy of appropriately structured pronunciation teaching. The current study extends research on this topic into an English as a foreign language (EFL) context where it has hitherto been underexamined, namely tertiary EFL in Vietnam. The study investigates the beliefs and pronunciation teaching practices of six EFL teachers at a Vietnamese university. Data includes nonparticipant observations and video-recordings of twelve 45-minute EFL lessons taught by these teachers. Classroom observations were followed-up by individual interviews involving stimulated recall and general questions about beliefs and perspectives concerning pronunciation teaching. Interviews were transcribed and translated into English for content-based analysis. The results show that the teachers' pronunciation teaching was typically unplanned and reactive, involving corrective feedback through recasts and/or prompts in response to learners' pronunciation errors of segmental features. The study also shows that the teachers lacked initial training and professional learning opportunities in pronunciation pedagogy and that contextual factors appeared to constrain their pronunciation teaching.

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers' perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers' knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers' professional development in pronunciation teaching.

Pronunciation has gained significant attention in the field of English language teaching, with recent studies examining pronunciation representation in textbooks, classroom practices, teachers' beliefs, and learners' perceptions. However, research into teachers learning to teach English pronunciation is only beginning to emerge. The current study extends this line of enquiry by investigating the preparation of 20 Vietnamese English teachers to teach pronunciation. The study also examined the teachers' perceptions of how Vietnamese teacher education could further assist teachers in teaching pronunciation. Qualitative data sources included academic transcripts, a questionnaire, and individual semi-structured interviews to examine the teacher-participants' pronunciation pedagogy training and their beliefs about effective pronunciation teacher preparation. The findings showed that the teachers were insufficiently trained but reported being confident in their ability to teach English pronunciation. The participants also proposed several changes to be made to Vietnamese English teacher education programs for teachers to teach pronunciation more effectively. [ABSTRACT FROM AUTHOR]

Light-based processing of thermosets has gained increasing attention because of its broad application field including its use in digital light processing (DLP) 3D printing. This technique offers efficient design and fabrication of complex structures but typically results in non-recyclable thermoset-based products. To address this issue, we describe here a photocurable, dynamic β-amino ester (BAE) based cross-linker that is not only suitable for DLP printing but can also be chemically degraded via transesterification upon the addition of 2-hydroxyethyl methacrylate (HEMA) as a decross-linker. This conceptually new protocol allows for efficient depolymerization with the direct restoration of curable monomers in a single step without the addition of external catalysts or solvents. By implementing this protocol, we have established a chemical recycling loop for multiple cycles of photo-cross-linking and restoration of cross-linkers, facilitating repeatable DLP 3D printing without generating any waste. The recycled materials exhibit full recovery of thermal properties and Young's modulus while maintaining 75% of their tensile strength for at least three cycles. Simultaneously, the presence of BAE moieties enables the (re)processability of these materials through compression molding.