Turkish EFL teachers' self-perception of their pronunciation and practice of pronunciation instruction

Pronunciation plays a crucial role in language learning as it directly affects communication and comprehensibility. Accurate pronunciation supports clear understanding and effective interaction. Despite its importance, pronunciation instruction remains a challenging area for many non-native EFL teachers. This study adopts a mixed method design, utilizing both quantitative and qualitative data collection tools: an online questionnaire and semi-structured interviews. This study investigates the self-perceptions of non-native EFL teachers regarding their own pronunciation and their pronunciation instruction practices in public schools affiliated with the Ministry of National Education in Gaziantep. A total of 139 non-native EFL teachers participated in the questionnaire, and 15 of these teachers voluntarily joined follow-up interviews. The questionnaire included two scales: the Pronunciation Practice Scale (PPrS), which assesses pronunciation instruction practices, and the Self-Perception Scale (SPS), which evaluates teachers' self-perceived pronunciation ability. The validity of these scales was tested using Lisrel 8.80, and the data were analyzed through SPSS 26. Independent samples t-tests, ANOVA, and the Mann-Whitney U test were used for statistical comparisons. The qualitative data were analyzed through content analysis to identify themes and patterns. Findings revealed that although non-native EFL teachers acknowledged the importance of pronunciation, there was a noticeable gap between their beliefs and classroom practices. The results also emphasized the need for professional development opportunities such as workshops and training programs to support more effective integration of pronunciation instruction. Additionally, the study highlights the role of institutional support in enhancing teachers' confidence and competence in pronunciation teaching. Keywords: Non-Native EFL Teachers, Pronunciation, Pronunciation Instruction, Self-Perception of Pronunciation Instruction.