Table 4 Categories as sensitizing concepts based on research questions test in phase one

feedback intervention design

The module fits my students’ needs. (Deejay)

Students love to sound British. (Lidy)

75% of my students showed improvement. (Jacky)

I do believe that with the right approach Dutch students can sound become

more native-like. (Jacky)

It is nice to have a limited set of pronunciation error types to start with. (Katrien)

I do consider the presented error types in the module to be the most important ones and see no need to put in more. (Boy)

This module is a good starting point for me to teach pronunciation. (Any)

I particularly like the structure of the teaching approach which makes it easy to teach. (Deejay)

need for intervention

I do believe accents influence the credibility of the speaker. (Jacky)

Good pronunciation is important to enhance a learners’ intelligibility. (Andrew)

The only time I was involved in aspects dealing with pronunciation, was when I was studying phonetics. (Lucas)

I never thought pronunciation as the course books do not offer any materials to do so. (Katrien)

My pronunciation deteriorated once I left the teacher training college and started teaching secondary school students. (Katrien)

Pronunciation and credibility go hand in hand. (Linda)

In secondary school I never thought pronunciation though it’s obvious that it’s important. (Lucas)

change in attitude (TPD)

I started using the recording device for other EFL tasks too. (Deejay)

Working with the module was like a wake-up call for myself as a teacher. (Katrien)

Teaching pronunciation was never on my mind as I did not know how. Now I know where to

start.(Suus)

This module gives me a teaching approach for something I did not know how to teach before. (Jacky)

I’m more aware of my own pronunciation now because of working with the

module. (Andrew/Katrien)

I needed the module to get me started with teaching pronunciation, which I’ve always considered to be important. (Boy)

I need to invest more time in teaching pronunciation. (Deejay)

attitude towards professional development

I am only interested in teacher professional development projects if I can anticipate better results for my students. (Lucas)

I would not like to do research myself, even given time. (Suus)

I have no time for research myself. (Katrien)

I’d rather create lesson materials than being involved in research activities. (Jacky)

I’d rather professionalise on my own by reading research papers and books. (Andrew)

I’m only interested in professional development projects if what I learn can be put to practice immediately. (Boy)

I need to be convinced that my students will benefit from what I learn before getting involved. (Lidy)