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This study explored 36 undergraduates' knowledge construction and implementation of pedagogical competence in pronunciation instruction. These undergraduates were language learners themselves, but they were trained to become language teachers receiving pronunciation instruction in an English Pronunciation Instruction course at a university in Taiwan. Data in this study included interview, document, and videos. This study had the following major findings. First, their language competence,doi:10.20429/ijsotl.2019.130110 fatcat:phtzlbol7rayrhkg6diis7wupu