This study investigates English pronunciation instruction through qualitative research that involved a purposive sample of 49 students and 21 instructors of diverse backgrounds. Inquiry used structured questionnaires to explore first- and second-hand experiences, perceptions, and recommendations for pronunciation training, which were triangulated with course material. Thematic analysis revealed reoccurring themes and prescriptive recommendations formulated. Quality assurance included member checking and peer debriefing to validate the study's credibility, while ethical considerations of confidentiality and anonymity of the participants were upheld. Results suggest instructors focus on teaching basic phonetics versus student dependence on classroom participation and technology for practice. Themes of adjustments, affective hurdles, and interference in the L1 emerge as challenges for both groups. Recommendations are made for integrating interactive technologies into cross-disciplinary instruction, diversifying a wealth of robust assessment methods, and further development and circulation of tailored English pronunciation instruction resources.
Keywords: IPA charts, Phonemic transcription, Phonetics, Speech recognition software