Author: Zhang Yu, Mohamad Jafre Bin Zainol Abidin

Abstract: This study adopts a mixed-methods approach to investigate pronunciation teaching beliefs, instructional practices, and their internal mechanism among 131 EFL teachers in rural primary schools of Nanning. Results reveal that teachers hold positive beliefs about the foundational role of pronunciation but demonstrate narrow cognition focusing on segmental features and exam-oriented goals. Their teaching practices are characterized by mechanical drills, fragmented content, and insufficient feedback, showing a clear belief-practice gap. Structural equation analysis indicates that teaching beliefs positively predict practices, with self-efficacy playing a full mediating role. The disconnection is affected by professional competence, dialect interference, resource shortage, and exam pressure. These findings enrich the understanding of rural EFL teachers’ pronunciation instruction and provide implications for rural English teacher development.

Keywords: rural primary schools; EFL teachers; pronunciation teaching; teachers’ beliefs; teaching practice

Article Info: Received: 26 Mar 2026; Received in revised form: 21 Apr 2026; Accepted: 25 Apr 2026; Available online: 28 Apr 2026

DOI: 10.22161/ijels.112.85