Improving English Pronunciation Among Doteli-Speaking Students

An Action Research Study on the Pronunciation Challenges Faced by Doteli Students

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.

Analytic-linguistic approach on enhancing English language pronunciation among junior high school students

English pronunciation plays a critical role in language acquisition. It can be quite demanding for non-native English speakers in Ecuador due to scarce pronunciation resources in its educational system. This research project aimed to enhance the English pronunciation skills of high school students attending a private school in Cuenca, Ecuador, by using the analytic-linguistic approach. The study followed an action research model spanning five weeks and included both pre- and post-test assessments. Participants took part in learning sessions aimed at tackling pronunciation challenges such as vowel sounds (/ɪ/, /i:/), clusters starting with /s/, and stress and intonation patterns. The results showed enhanced pronunciation skills as the average score increased from 5.47 during the assessment to 9.04 after the sessions. The study concluded that the analytic approach offers a structure for improving pronunciation skills. However, further research is necessary to assess its lasting effects and wider usefulness.

An Analysis of the Challenges Faced by Non-Native Speakers in English Pronunciation

Despite the critical role of pronunciation in promoting intelligible communication in English as a Foreign Language (EFL) contexts, research offering a comprehensive account of the multidimensional pronunciation challenges experienced by non-native speakers remains limited. This study aimed to analyze these challenges, identify the linguistic, psychological, and instructional factors contributing to them, and examine the strategies learners employ to improve their pronunciation. Adopting a qualitative descriptive design, the study involved 10 ninth-semester students enrolled in an English Education Study Program who were selected through purposive sampling. Data were collected through semi-structured interviews, questionnaires administered via Google Forms, and documentation, and were analyzed thematically with data triangulation used to enhance credibility. The findings revealed interconnected difficulties involving English vowel distinctions, consonant articulation, word stress, rhythm, intonation, speech rate, and accent variation. These difficulties were primarily associated with first-language interference, limited exposure to authentic English, insufficient speaking practice, the learning environment, and psychological factors, particularly low confidence and fear of making mistakes. To address these challenges, participants engaged in authentic listening, imitation practice, pronunciation applications, International Phonetic Alphabet learning, self-recording, and communicative speaking activities. The study concludes that pronunciation development is a multidimensional process requiring the integration of phonological competence, authentic language exposure, instructional support, and sustained communicative practice. These findings reinforce the importance of intelligibility-oriented pronunciation pedagogy, extend the literature on pronunciation learning in EFL contexts, and provide practical guidance for lecturers and curriculum developers. Future research should employ larger samples, mixed-methods designs, and objective pronunciation assessments.

The Impact of English Slang in Indonesian Efl Students to Enhance Student’s Speaking Skill

English speaking proficiency remains a challenge for many Indonesian EFL students due to limited opportunities to practice authentic communication and low self-confidence in using the language. Since English slang is commonly used in everyday communication and digital media, it has the potential to create a more engaging and natural speaking environment for students. This study aimed to investigate the impact of English slang on Indonesian EFL students’ speaking skill. A qualitative research design was employed involving 17 tenth-grade students at a vocational high school in Indonesia. Data were collected through observation checklists, speaking performance assessments, students’ self-reflection questionnaires, and documentation. The students participated in pair conversations on various topics and were encouraged to use English slang expressions appropriately. The findings indicate that all students actively participated in the activity, used English to communicate, and incorporated slang expressions into their conversations. Most students achieved a rating of Good or Very Good in their speaking performance, particularly in terms of fluency, pronunciation, confidence, and the use of English slang. Self-reflection results also indicate that students felt more comfortable, confident, and motivated when speaking English using slang expressions. In addition, students felt that slang made conversations more natural and helped them express their ideas more easily. These findings suggest that English slang can positively support students’ speaking skills by boosting their self-confidence, participation, fluency, and communicative engagement in EFL classrooms.

Tadris Al-‘Arabiyyah

Error Analysis of Students’ English Pronunciation in Reading Aloud at Universitas Hindu Indonesia

This study aims to analyze students’ English pronunciation errors in reading aloud at Universitas Hindu Indonesia. It focuses on identifying the types of errors and examining the factors contributing to them. This research employs a descriptive qualitative design involving 12 first-semester students selected through purposive sampling. Data were collected through reading-aloud tasks, classroom observations, and semi-structured interviews. The reading performances were audio-recorded and analyzed using English phonology and Error Analysis frameworks, while the interview data were analyzed using thematic analysis. Data triangulation was applied to enhance the credibility of the findings. The results identified a total of 59 pronunciation errors, comprising 29 consonant errors (49.1%), 26 vowel errors (44.1%), and 4 stress errors (6.8%). Thematic analysis of the interview data revealed five factors contributing to pronunciation errors: first language interference, lack of pronunciation practice, limited exposure to English, low confidence, and poor phonological awareness. These factors were consistently supported by classroom observations and pronunciation recordings. These results suggest that pronunciation remains a significant challenge for EFL students. Therefore, greater emphasis on pronunciation practice and increased exposure to authentic English are recommended to improve students’ speaking proficiency.