Developing intelligible pronunciation is an important goal for language learners. Although it can be fostered through explicit instruction in communicative‐based courses, instructors need practical solutions to address their learners’ pronunciation individually. This one‐semester quasi‐experimental mixed methods study of 60 Generation Z novice French learners examined whether and how self‐reflection could be an effective learning strategy and an efficient complement in supporting the development of intelligible production of two phonological aspects (/y/‐/u/ and mandatory liaisons). Results of pre/post production tests for a treatment group (explicit instruction with self‐reflections) and a comparison group (explicit instruction only) were compared and responses to guided, open‐ended self‐reflections framed by the Awareness Continuum theory served to document students’ learning process. Self‐reflection resulted in significant production gains, particularly for learners who applied their attention and (multi‐)linguistic background to raise their phonological awareness.

Although pronunciation can be fostered through explicit instruction, instructors need practical strategies to support their learners’ pronunciation (Darcy, 2018; Derwing, 2018; Derwing & Munro, 2015; Levis, 2018). Additionally, “researching longitudinal development of L2 learners [pronunciation] is essential to understanding influences in their success” (Derwing & Munro, 2013, p.163). This three-semester-long experimental quantitative study on 72 French learners examined whether self-reflection (open-ended questionnaires) as a learning strategy could complement integrated explicit pronunciation instruction and support the development of intelligible production of the two contrastive vowels /y/ and /u/. Results on pre/post read-aloud tests surrounding pronunciation lessons were compared between a treatment (instruction + self-reflection), a comparison (instruction only) and a control group (neither instruction, nor self-reflection), and within each group to determine if there was significant growth over time. Findings revealed that self-reflection combined with explicit instruction led to better learning outcomes and production gains when compared to oral natural input.

Second language (L2) researchers have established that examining learners’ awareness of their own learning process and progress is essential. However, learners exposed to the same input in the classroom may differ in the way that they perform. This difference may be due to the way and depth with which learners process the L2 information. The present study explores self-reflection (i.e., introspective verbal reports) to enhance L2 learning, helping learners develop an awareness of learning as a process. This four-semester-long study investigates whether there is a connection between phonological awareness and self-reflection and explores under which conditions self-reflection could be most beneficial for pronunciation. Sixty learners of French, divided into a Treatment group (with self-reflection) and a Comparison group (without self-reflection), were tracked across semesters. Results on pre/post read-aloud tests surrounding pronunciation lessons—on the vowels /y/-/u/ and the use of liaisons—were contrasted with students’ responses to self-reflection questionnaires to explore their learning process. The study revealed that overall, self-reflection led to better learning outcomes, and that a link between attention and understanding may exist, but when this link is absent, learners using self-reflection may not linearly progress.

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The Challenge How can we teach pronunciation when COVID-19 has taken time away from in-class interaction? Can intelligible speech be achieved through online pronunciation instruction to save time in the classroom? This article presents how homeworkbased online pronunciation lessons can support intelligibility and comprehensibility in intermediate French learners.