Abstract

Pronunciation is an essential aspect of language to be studied and taught, yet little emphasis was given on this aspect in the classroom. This qualitative study aims to investigate the pronunciation learning strategies used by learners in completing their pronunciation tasks. The qualitative data were collected from two participants who were studying in a higher learning institution in Malaysia. The findings indicated that five strategies emerged as the most preferred strategies used in pronunciation learning, and they were: Cognitive, Metacognitive, Social, Memory and Compensation.