This qualitative action research study focused on identifying the pronunciation difficulties experienced by Doteli-speaking students in grades 8-10 in Doti, as well as examining how collaborative multimodal instructional strategies can help improve their English pronunciation. We used purposive sampling methods for data collection, with primary data including classroom observations, student work samples, and reflections, while secondary data consisted of relevant literature concerning second language acquisition. The qualitative thematic analysis identified three barriers to improving English pronunciation for the participating students: First language interference, limited resources available within the classroom, and lack of motivation due to limited exposure to English outside of the classroom. After the implementation of collaborative activities such as pronunciation modelling techniques, vocabulary puzzles, and phonetic reinforcement, there was an increase in correct pronunciation, fluency, and confidence level. The results of this study indicate that collaborative multimodal strategies and supportive learning environments help reduce pronunciation errors among non-native speakers of English, thereby providing practical instructional approaches for educators working in low-resource contexts.
Nar Bahadur Bist, Nirajan Bohara· International Research Journ...· 0 citations
English pronunciation is important for the development of communicative competence of English as a Foreign Language (EFL) learners. However, learners from linguistically diverse communities of Nepal experience considerable difficulties in pronunciation due to interference from their first language, limited exposure to English, and limited instructional resources. I have conducted this qualitative action research on the effectiveness of collaborative multimodal instructional strategies in improving the English pronunciation of Doteli-speaking students of a community school of Doti District, Nepal. I conducted it with 34 students of grades 8- 10 who speak Doteli. I collected data using classroom observations, semi-structured interviews, focus group discussions, students’ written work, and the researcher’s reflective journal. Moreover, the action research cycle of problem identification, planning, intervention, observation, and reflection. I analyzed data using thematic analysis supported by triangulation and member checking to enhance the credibility of the data. The analysis revealed three interrelated themes. The students continued to have pronunciation problems mainly because of mother-tongue interference, limited exposure to English, and low confidence in oral communication. Secondly, lack of teaching resources and limited opportunities for meaningful interaction restricted pronunciation development. Thirdly, the use of collaborative multimodal instructional strategies, i.e pronunciation modelling, peer-assisted learning, vocabulary puzzles, phonetic reinforcement, and visual learning materials, led to significant improvements in students’ pronunciation accuracy, classroom participation, and confidence in speaking English. The findings suggested that contextually appropriate, learner-centered instructional interventions can effectively support pronunciation development in resource-constrained educational settings and illustrate the value of action research as a reflective approach to enhancing classroom practice. English pronunciation learning by Doteli-speaking students through collaborative learning and action research.
Nar Bahadur Bist· The EFFORTS, Journal of Educ...· 0 citations
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