Language Learning ISSN 0023-8333 EMPIRICAL STUDY Self-Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning Veronica G. Sardegna , a Juhee Lee, b and Crystal Kusey c a University of Pittsburgh, b Gyeongsang National University, and c University of Texas at Austin This article proposes a structural model of English language learners’ self-efficacy be- liefs, attitudes toward learning pronunciation skills, and choice of pronunciation learn- ing strategies. Participants’ responses (N = 704) to two self-reported questionnaires— Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for Pronunciation (LAP) inventory—were analyzed using structural equation modeling (SEM) to determine the direct and indirect relationships among the latent variables. The results showed that perceived practical and linguistic values related to pronuncia- tion learning led students to be concerned about their pronunciation and thus increased their intentional behavior to improve their pronunciation skills. Also, the greater the intentional behavior, the more likely students were to select strategies to advance their pronunciation skills. Furthermore, a multigroup SEM analysis revealed that self-efficacy about pronunciation skills significantly influenced girls’ emotions, whereas self-efficacy had a negligible effect on boys’ emotions. Pedagogical implications of these findings and possible avenues for future research are discussed. Keywords language attitudes; self-efficacy; pronunciation strategies; structural equa- tion modeling; English as a foreign language We are very grateful to Language Learning reviewers as well as to Journal Editor Pavel Trofimovich and Associate Editor Kara Morgan-Short for their valuable feedback on previous versions of this manuscript. This article has been awarded an Open Materials badge. All materials are publicly accessible via the Open Science Framework at https://osf.io/6a3we. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki. Correspondence concerning this article should be addressed to Veronica G. Sardegna, University of Pittsburgh, School of Education, Department of Instruction and Learning, 5108 Posvar Hall, 230 South Bouquet Street, Pittsburgh, PA 15260. E-mail: vsardegna@gmail.com Language Learning 68:1, March 2018, pp. 83–114 83 C  2017 Language Learning Research Club, University of Michigan DOI: 10.1111/lang.12263