The catesol journal 0. • 2018 •

Table 7
Integrated Components to Promote Learner Autonomy
Week
Components 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Awareness 
raising
✓ ✓
✓ ✓ ✓
Goal setting
✓ ✓
✓
✓
Explicit 
knowledge
✓
✓ ✓ ✓ ✓ ✓
✓
Comparing 
and 
contrasting
✓
✓ ✓
✓ ✓
✓
Guided 
practice
✓ ✓
✓
✓ ✓
✓
Strategy 
choosing
✓ ✓ ✓
✓
✓
✓
Monitoring
✓ ✓ ✓
✓ ✓
✓
Reflecting
✓
✓ ✓ ✓ ✓ ✓
✓ ✓
✓
✓
In sum, Stage 5 involves instructors’ taking steps to create a cur-
riculum that supports scaffolded skill development and learner au-
tonomy. Teachers can promote accuracy and automaticity by (a) help-
ing students become conscious of their errors, (b) providing explicit 
information for them to build knowledge, and (c) engaging them in 
practice activities that move from highly structured to semistructured 
to unstructured. Learner autonomy can be built in through multistep 
activities as well as throughout a course. By integrating scaffolded skill 
development with the promotion of learner autonomy into a curricu-
lum, instructors can support English learners as they embark on their 
own pronunciation improvement journey.
Conclusion
This article has presented a framework that helps teachers inte-
grate pronunciation into the curriculum by guiding their decision-
making process. Stages 1 and 2 ask instructors to consider institu-
tional and learner factors in order to align the intelligibility levels, 
models, and tasks in the curriculum with learners’ goals, taking into 
consideration institutional requirements and parameters. Stage 3 

---