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.

The primary objective of this study was to explore the relationship between L2 reading motivation and L2 reading strategy use. 283 Chinese college EFL students participated in this study. They answered a questionnaire with 65 items that measured the three constructs of reading motivation, reading strategy use and their self-perceived reading proficiency. Confirmatory factor analyses were applied to check the validity of each construct. Based on their motivation scores, the subjects were divided into different clusters; 22.6% of the subjects to the most highly motivated cluster; 34.4% to the moderately motivated cluster; 43.1% to the least motivated cluster. Discriminant analysis showed that such variables as advanced comprehension strategies, repetition and comprehension enhancing strategies were statistically significant variables that distinguished the three groups from each other. These results imply that EFL learners may be instructed to be aware of the importance of L2 reading motivation and L2 reading strategies for improving their L2 reading proficiency.