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

Improving English Pronunciation Among Doteli-Speaking Students

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.

Enhancing listening skills through guided pronunciation activities in English as a Foreign Language second-year high school students

ENHANCING ENGLISH PRONUNCIATION AND LEARNER ATTITUDES VIA AIDRIVEN CAPT: AN EMPIRICAL STUDY ON VIETNAMESE SECONDARY SCHOOL STUDENTS

This longitudinal mixed-methods study investigates the pedagogical efficacy and socio-affective outcomes of integrating an Artificial Intelligence-driven Computer-Assisted Pronunciation Training (CAPT) platform English Central within the secondary school English as a Foreign Language (EFL) context of Vietnam. The research explicitly addresses the systemic 'assessment paradox' where high-stakes national written examinations ignore formal oral components, resulting in fossilized phonological errors and intense language anxiety among learners. Utilizing a sample population of 30 eleventh-grade EFL students over an intensive eight-week intervention, quantitative speech analytics were captured via pre- and post-testing protocols using a validated 4-point analytical phonological rubric. This quantitative data was triangulated with multidimensional 5-point Likert scale attitudinal matrices. The experimental results demonstrate highly significant advancements across all evaluated phonological domains. Targeted first-language (L1) transfer barriers, specifically the substitution of interdental fricatives (/θ/, /ð/) and post-alveolar sibilants (/ʃ/), alongside the systemic omission of word-final consonant codas and complex clusters showed marked remediation (p < 0.01). Psychologically, the automated, non-judgmental Automatic Speech Recognition (ASR) feedback loop successfully lowered the participants' high baseline affective filter, protecting student selfesteem and fostering proactive autonomous practice habits outside school hours. The study provides actionable curricular frameworks for embedding adaptive language technologies into large-scale public school education to bridge the gap between error recognition and selfcorrection.

AN INVESTIGATION OF PRONUNCIATION DIFFICULTIES AMONG FIRST-YEAR STUDENTS IN ENGLISH EDUCATION STUDY PROGRAM

ABSTRACT Pronunciation plays a central role in the professional preparation of English teachers, as pre-service teachers are expected not only to communicate intelligibly but also to model accurate spoken English for their future students. This study investigated the pronunciation difficulties experienced by first-year students in an English Education Study Program, focusing on segmental and suprasegmental error patterns, pronunciation-related anxiety, and the factors underlying these difficulties. Employing a descriptive mixed-methods design with a concurrent triangulation strategy, data were collected from ten first-year students through a pronunciation test, a closed-ended questionnaire, and semi-structured interviews. The findings reveal that pronunciation difficulties were multidimensional rather than confined to articulation alone. Consonant errors (37.6%) and vowel errors (30.3%) were the most frequent, particularly involving dental fricatives (/θ/, /ð/) and the /ɪ/–/iː/ vowel contrast, patterns consistent with the revised Speech Learning Model (SLM-r) and the Perceptual Assimilation Model (PAM). Word stress and sentence intonation errors, though less frequent, were compounded by participants' limited awareness of these features, reflecting insufficient prior instructional attention to suprasegmental aspects of pronunciation. In addition, pronunciation-related anxiety emerged as a significant factor, with participants reporting nervousness and avoidance behavior during oral communication. These results indicate that pronunciation competence among pre-service English teachers develops through the interaction of first-language phonological transfer, instructional experience, and affective readiness. The study recommends that pronunciation instruction in English teacher education programs explicitly address both segmental and suprasegmental features while fostering supportive, low-anxiety speaking environments to strengthen learners' intelligibility and communicative confidence. ABSTRAK Pengucapan memegang peranan penting dalam penyiapan profesional calon guru bahasa Inggris, karena mahasiswa calon guru dituntut tidak hanya mampu berkomunikasi secara jelas, tetapi juga menjadi model pengucapan yang benar bagi peserta didiknya kelak. Penelitian ini bertujuan untuk mengkaji kesulitan pengucapan yang dialami oleh mahasiswa tahun pertama Program Studi Pendidikan Bahasa Inggris, dengan berfokus pada pola kesalahan segmental dan suprasegmental, kecemasan terkait pengucapan, serta faktor-faktor yang melatarbelakangi kesulitan tersebut. Dengan menggunakan desain deskriptif metode campuran (mixed-methods) melalui strategi triangulasi konkuren, data dikumpulkan dari sepuluh mahasiswa tahun pertama melalui tes pengucapan, angket tertutup, dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa kesulitan pengucapan bersifat multidimensional dan tidak hanya terbatas pada masalah artikulasi. Kesalahan konsonan (37,6%) dan vokal (30,3%) merupakan jenis kesalahan yang paling sering ditemukan, terutama pada bunyi frikatif dental (/θ/, /ð/) dan kontras vokal /ɪ/–/iː/, pola yang sejalan dengan revised Speech Learning Model (SLM-r) dan Perceptual Assimilation Model (PAM). Kesalahan tekanan kata dan intonasi kalimat, meskipun lebih jarang muncul, diperparah oleh rendahnya kesadaran partisipan terhadap aspek-aspek tersebut, yang mencerminkan kurangnya perhatian pembelajaran terhadap unsur suprasegmental sebelumnya. Selain itu, kecemasan terkait pengucapan juga muncul sebagai faktor yang signifikan, ditandai dengan rasa gugup dan perilaku menghindar saat berkomunikasi lisan. Temuan ini menunjukkan bahwa kompetensi pengucapan calon guru bahasa Inggris berkembang melalui interaksi antara transfer fonologis bahasa pertama, pengalaman pembelajaran, dan kesiapan afektif. Penelitian ini merekomendasikan agar pembelajaran pengucapan dalam program pendidikan guru bahasa Inggris secara eksplisit membahas unsur segmental maupun suprasegmental, serta menciptakan lingkungan berbicara yang suportif dan rendah kecemasan guna memperkuat kejelasan ucapan dan kepercayaan diri komunikatif mahasiswa.

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.

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.