Developing an Autonomous Pronunciation Learning Model through Heutagogical Design

Abstract

This study aims at investigating the appropriate model for learning English pronunciation autonomously and how this model develops students’ autonomy through the use of heutagogical design. There have been many studies reporting the success of heutagogical design in many fields of education, yet there have been very few studies reporting the use of heutagogical design in fields of English language education particularly in pronunciation subject. To fill this gap, the researcher conducted a study on developing an autonomous learning model for pronunciation instruction under the principles of heutagocial design. This is a qualitative study employing several research instruments such as questionnaire, class observation, and interview. The research participants were the first semester students taking English pronunciation course. The findings showed that the appropriate model for learning English pronunciation should consider three main aspects in its instructional design. They were learning contract involving the process of need analysis, learning activities on the basis of need analysis, and learning outcomes. The model supported the students to be highly autonomous learners in learning pronunciation through several related steps including exploring, practicing, collaborating, sharing, connecting, and self-reflecting.