e-Pedagogium 2026, 26(2):37-53 | DOI: 10.5507/epd.2026.011

Czech EFL primary teachers' approach to pronunciation instruction

Kristýna Červinková Poesováa, Emma Jirsová
a ORCID 0000-0002-3505-8806, Department of English Language and Literature, Faculty of Education, Charles University, Celetná 13, 110 00 Prague, Czech Republic

This paper investigates how Czech primary teachers approach English pronunciation instruction, an area underexplored compared to other European contexts. Data from an online questionnaire completed by 108 teachers indicate a generally proactive stance: nearly two thirds reported addressing pronunciation systematically or in combination with spontaneous approaches. Statistical analysis revealed that teachers' self-perceived preparedness - closely linked to their training - correlates with more systematic instruction. The findings highlight both the importance of teacher confidence and the need for professional development in pronunciation pedagogy at the primary level.

Keywords: primary level, pronunciation instruction, English as a foreign language, young learners.

Received: September 29, 2025; Revised: January 30, 2026; Accepted: March 16, 2026; Published: November 10, 2026  Show citation

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Červinková Poesová, K., & Jirsová, E. (2026). Czech EFL primary teachers' approach to pronunciation instruction. e-Pedagogium, 26(2), 37-53. doi: 10.5507/epd.2026.011
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