Exploring EFL students’ pronunciation learning supported by corpus-based language pedagogy

Abstract

Recent advances in corpus-based language pedagogy (CBLP) have proven effective for teaching text-based language skills such as reading and writing. However, its application to spoken language, particularly for improving pronunciation, has received little attention. In this study, we investigated the effectiveness of a CBLP-supported pronunciation course focusing on segmental and suprasegmental features to enhance students’ pronunciation accuracy and fluency. Seventy-four EFL students participated in a 14-week quasi-experimental study using pre- and post-tests, surveys, and interviews. Results indicated significant improvements in both the segmental and suprasegmental aspects of students’ pronunciation, with large effect sizes in reading accuracy, phonetic accuracy, and pronunciation fluency. Interview responses revealed that students perceived this CBLP-supported approach as beneficial, reporting positive impacts on their access to authentic spoken language, awareness of pronunciation features, and listening and speaking skills. Students also appreciated the opportunities for autonomous learning and expressed a desire for continued access to spoken corpora, along with further teacher guidance and exposure to written corpora for enhancing other skills.