Pronunciation Instruction as Pedagogical Decision Making in Multilingual European EFL Classrooms

This study examines how English as a foreign language (EFL) teachers working across diverse European contexts understand and enact pronunciation instruction within increasingly multilingual classrooms. Drawing on an exploratory mixed-methods design, the study analyzes survey responses from 43 teachers across 22 European countries and follow-up interviews with 8 participants. Survey data identify patterns in teacher preparation, instructional techniques, and perceived challenges, while qualitative analysis provides deeper insight into teachers’ beliefs, experiences, and instructional decision-making processes. Findings indicate that most teachers received limited practical preparation in pronunciation pedagogy and relied on self-directed learning to address gaps in their training. Teachers identified negative first-language transfer, insufficient curriculum support, and limited instructional time as primary constraints shaping their practice. Multilingual classrooms further intensified instructional complexity, although some teachers noted pedagogical benefits linked to learners’ heightened metalinguistic awareness. Conceptually, the study frames pronunciation instruction as a form of pedagogical decision making under multilingual constraint, shaped by the interaction of teacher cognition, institutional conditions, and linguistic diversity. Implications are discussed for teacher education, curriculum design, and professional development related to pronunciation instruction in multilingual EFL settings.