EXPLORING CHALLENGES AND STUDENT-DRIVEN SOLUTIONS IN PHONOLOGY LEARNING AT TERTIARY EDUCATION LEVEL

Abstract

This study investigates the challenges faced by English major students in learning phonology at the tertiary education level. Employing a mixed-methods approach, the researchers collected quantitative data via a 5-point Likert scale questionnaire from 157 students and qualitative data through semi-structured interviews with 11 high-achieving students in phonology. The findings identified two primary factors perceived by students as influencing the acquisition of phonological knowledge: the inherent characteristics of the subject matter and students' existing prior knowledge. Furthermore, students suggested several potential solutions to mitigate these challenges, including increased phonological practice, collaborative group study, the diversification of learning resources, and a shift in the perception of the subject. These results highlight the necessity of focused pedagogical strategies and improved instructional approaches to foster students' comprehension and mastery of phonology within language curricula, while also encouraging students to be more proactive in their learning process, providing a basis for teachers to adjust teaching methods, and suggesting avenues for further research for the research community.