The purpose of this study is to investigate the relationship between the four sources of English pronunciation self-efficacy and English pronunciation proficiency of Chinese college learners of English. A sample of 429 English majors at a college in China was selected. The test scores from a read-aloud task were used as the measure of subjects’ English pronunciation proficiency. The questionnaire was used to collect the data of four English pronunciation self-efficacy sources. The Pearson correlations showed that the four sources were correlated significantly with English pronunciation proficiency. The multiple regression analysis showed that 45% variance in English pronunciation proficiency was explained by the linear combinations of the four sources; however, the nominal variable of gender was not statistically significant in explaining the variance in English pronunciation proficiency. Overall, the significant relationship between English pronunciation self-efficacy sources and English pronunciation proficiency was observed in the present study. Pedagogical implications for teaching English pronunciation were discussed based on the results.

1. Introduction
2. Literature Review
    2.1. Self-Efficacy Beliefs and the Four Sources of Self-Efficacy
    2.2. Self-efficacy Beliefs, Four Self-efficacy Sources, and AcademicAchievement
3. Methodology
    3.1. Subjects
    3.2. Instrument
    3.3. Data Collection
    3.4. Data Analysis
4. Results
    4.1. The Bivariate Correlations of the Variables
    4.2. Results of Multiple Regression Analysis
5. Discussion and Implication
6. Conclusion and Limitations
References

• Yun Bai(Graduate student, Jeonbuk National University)
• Jaewoo Shim(Jeonbuk National University) Corresponding author