Pronunciation Skills Research Articles

The role of epistemic curiosity in developing EFL learners’ grammar and pronunciation skills

The study examines the impact of epistemic curiosity on students' grammar and pronunciation skills in an EFL context in Iraq. Conducted over 12 weeks in 2021-2022 Academic Year, the research involved fifty students from TISHK International University, chosen using cluster sampling. The students were divided into control and experimental groups, with the latter encouraged to explore their interests online as part of their learning process. Data collection utilized a mixed-methods approach, including two exams, a questionnaire, and an interview. SPSS 26 and NVivo were used for quantitative and qualitative data analysis, respectively. The results, determined through independent samples t-test, indicated a significant improvement in grammar and pronunciation marks for students in the experimental group. Additionally, they exhibited more positive attitudes towards inquiry-based learning compared to their control group counterparts. These findings contribute to the understanding of the role of epistemic curiosity in enhancing language learning outcomes and offer valuable insights for implementing inquiry-based strategies in EFL classrooms. The study uncovers a crucial gap in the literature, shedding light on the benefits of fostering curiosity-driven learning approaches in English language education in Iraq.

Value Engagement of TikTok: A Review of TikTok as Learning Media for Language Learners in Pronunciation Skill

This study describes the use of TikTok as a medium for Language Learners in learning pronunciation. This study uses a descriptive qualitative. The research uses Exolyt as an analytical tool to determine engagement values including clicks, comments, and shares. The researcher uses five popular content creators, namely @englishwithgeet, @english.with.luccy, @englishwithcarla, @englishwithnab, and @andreaholmenglish. The analysis shows that the pronunciation category has the highest engagement because pronunciation is one of the important elements in English speaking and short video duration is very suitable for this category. It shows clear sound, images, filters, and material in the delivery of material, attractive images (right light), and the influence of the creator and material presented is more specific and clear. These videos from @english.with.lucyy and @englishwithnab consist of phonetic symbols. The use of the phonetic symbol is important in learning pronunciation to make it easier for viewers or English learners in pronouncing English words correctly. Besides pronunciation, the learners also can learn grammar, vocabulary, and common mistakes in English. TikTok application, together with the proper use and method can be used as an interesting, interactive, and innovative learning medium in learning even teaching English.

Student's Perspective: Using Minimal Pairs Technique To Improve Pronunciation

The Minimal Pairs technique is a technique for investigating the existence of phonemes (language sounds that can distinguish meaning) by comparing two or more forms of speech sounds in the same environment. The minimal pairs technique is used to practice pronunciation skills, especially on similar word sounds and makes it easier for us to distinguish phoneme sounds in English. This study aims to determine student perceptions of the use of minimal pairs technique in class. This research is qualitative research using questionnaires and interviews that ask students' perceptions about the use of minimal pairs technique in class. The results of this study indicate that most students have positive perceptions of using the minimal pairs technique in improving their pronunciation skills. Then they argue that their pronunciation skills improve after using the minimal pairs technique. So that this technique can be suggested as a learning method that will be applied in class learning to improve students' pronunciation skills.

Phone Transcriptions (PT) Vs Google Translate Sound In Improving Students’ Pronounciations: Students’ Perceptions

This artical is motivateid by Phone Transcriptions or Google Translate Sound in mproving Students’ Pronountions: Students’ Perceptions. Therefore, to improve students’ pronunciation skills, the teacher suggests to students use Phone Transcriptions or Google Translate Sound as media to learn pronunciation independently. The aim of this research is to describe the students’ perceptions of using Phone Transcriptions or Google Translate Sound and to describe the obstacles do students find using Phone Transcriptions or Google Translate Sound as media in learning pronunciation. This research used qualitative method in specific descriptive qualitative methods. The participant of this research were 36 students of English Department. They are students from TBI1 in state Islamic University of North Sumatra. The result of this research shows the students’ perception on using Phone Transcriptions or Google Translate Sound as media in learning pronunciation was positive, because students can learn practically and independently.

The effect of interface quality, system quality, and perceived usefulness of an automated pronunciation scoring system on student satisfaction

Presently, the utilization of an automated pronunciation scoring system holds significant importance in the endeavor to enhance the pronunciation skills of non-native learners. A plethora of research endeavors have been dedicated to exploring the various factors that contribute to students' satisfaction with this technology. This particular investigation, however, narrows its focus to examine the influence of interface quality, system quality, and perceived usefulness of the automated pronunciation scoring system on students' levels of satisfaction. The approach employed in this study is quantitative, employing a cross-sectional design, and data was gathered through a survey questionnaire administered to a sample of 250 students from two universities in Malaysia. The collected data were subjected to analysis utilizing Structural Equation Modelling Partial Least Square (SEM-PLS), complemented by SmartPLS3.3 software. The outcomes of this analysis unequivocally indicate that both system quality and the perceived usefulness of the automated pronunciation scoring system significantly and positively impact students' satisfaction. However, it was found that the interface quality does not wield a significant influence on students' overall satisfaction. In conclusion, this investigation has successfully identified and explored the critical factors that contribute to students' satisfaction when utilizing an automated pronunciation scoring system. Moreover, the study establishes a strong correlation between the implementation of such a system and heightened levels of student satisfaction. These findings underscore the importance of diligently attending to interface quality, system quality, and perceived usefulness to optimize the effectiveness of an automated pronunciation scoring system. It is crucial for instructors to play an active role in ensuring that users are adept at navigating and interacting with the system, fostering a positive and fruitful learning experience.

Communicative Language Teaching for an Enhanced Speaking Competence of Grade 11 Students in Sta. Lucia National High School

This study aimed to determine the effectiveness of communicative language teaching, such as content-based and task-Based instruction, in enhancing the speaking competence of grade 11 students in terms of fluency, vocabulary, grammatical accuracy, and pronunciation. The researcher hopes that the problems encountered in speaking might be alleviated through the study's outcomes and further promotes the use of the approaches used in this study. The use of these approaches paved the way to enhance further speaking competence in fluency, vocabulary, grammatical accuracy, and pronunciation. This might open doors to those students who are hesitant to express their ideas in speaking not only in English subjects but also in other disciplines. Through the study's findings, the possible approaches in further promoting these approaches will be clear and hopefully effective. Meanwhile, the study's findings on enhancing the students' speaking competence using communicative language teaching resulted in significant differences in fluency and grammatical accuracy. Whereas in terms of vocabulary and pronunciation, no significant difference was found. The results revealed that in terms of speaking competence, students have improved. However, the results also show that vocabulary and pronunciation skills are the competence found to have found the least mastered by the students since they are still in the adjustment period from the pandemic. They needed to be given more exposure to the vocabulary and practiced their pronunciation skills.

Most Common English Pronunciation Mistakes for Russian Secondary School Students

Successful communication in a foreign language, for example English, requires the development of numerous skills, including phonetic ones. Clear and correct pronunciation is a prerequisite for understanding the speaker in oral communication, especially in the increasingly popular distant format. However, current school programs in English pay little attention to the development of correct pronunciation skills, even in elementary school where these skills should be primarily developed and supported. It is argued that such a gap in the programs will inevitably lead to persistent pronunciation defects among school students. This idea was tested in a survey of two groups of fifth grade secondary school students. The survey consisted of two stages. First, the students read aloud a text, which allowed the authors to identify three types of defects in their reading skills. At the second stage, it was demonstrated that five English sounds — [θ], [ð], [w], [ɜː] и [r] — were the most difficult ones for the survey participants. Since all state schools work according to the same educational standards, and grading dominantly depends on the results of written tests, this situation can be considered widespread. The authors argue that various pronunciation games should be most effective for correcting the pronunciation mistakes for the students of this age group.

Descriptive Study Of Phonological Development In Acquiring English Pronounciation

This descriptive study aims to investigate the phonological development in acquiring English pronunciation among learners. The research focuses on understanding the process by which learners develop their pronunciation skills in English as a second language. The study employs qualitative research methods, involving data collection through recordings of learners' speech and interviews. The participants are English language learners from various linguistic backgrounds. The findings provide insights into the specific phonological challenges faced by learners and highlight the patterns and stages of their development in acquiring English pronunciation. The study contributes to the understanding of the factors influencing phonological acquisition and offers implications for language teaching and curriculum design.

Difficulties in Learning Pronunciation of English- Majored Freshmen at Tay Do University

This survey research presents the process of the study more spacing: “Difficulties in learning pronunciation of English- majored freshmen at Tay Do University”. This research is conducted to figure out common problems in learning pronunciation of the students majoring in English. This research is conducted to figure out common problems in learning pronunciation of the dents majoring in English. In the research, the participants in this study are 30 students in class 16A English majored freshmen at Tay Do University. The two main instruments of the research are questionnaire and interview. The results of this research will point out the students’ difficulties in attitude, motivation, word stress, intonation and accent, etc. Therefore, this research also helps students recognize problems and they can easily find solutions to improve their pronunciation skills.

Using Phonetic Transcription App as Media of Teaching Phonetics in English Pronunciation Skill

This research stimulates the use of toSpeech phonetic transcription app as media for teaching phonetics in English pronunciation. This research is descriptive qualitative. The analysis shows that in using toPhonetic app, we as teachers or lecturers can click the website https://tophonetics.com/. The apps show 1) several languages available. 2) a column box for pasting English text, 3) an option of English accents both British and American with several choices of a male or female voice. 3) an option to show the phonetic transcription including transcription only, transcription slide by side with English text, and transcription line by line with English. 4) an option to set the pronunciation speed. In using toPhonetic app, we as teachers or lecturers can choose the English language to teach pronunciation. We paste English text into the available column box and choose from a male or female voice and an English accent both British and American. We also can set the pronunciation speed. If we click the sound of pronunciation, the chosen voice and accent will pronounce each word and shows the phonetic transcription in British and American accent. We can play the sound and ask the students to be concerned with the phonetic transcription and imitate the sound with an American accent. Given the limited time available for English class, pronunciation is sometimes the most disregarded part of language learning. However, when the pronunciation of the learner is expected to be good or native-like, as is the case when a language teacher or lecturer is involved, opportunities for students to do self-study inside and outside of class should be considered, of them is utilizing toSpeech as an app for their learning English pronunciation.

The Importance of Learnig Pronunciation by Using Direct Method in EFL Class

This descriptive quantitative survey, conducted at SMA Negeri 1 Dampal Selatan, aimed to assess the impact of implementing the Direct Method in teaching pronunciation to tenth-grade students learning English as a foreign language (EFL). A ten-item questionnaire was administered to fifteen respondents, all from the tenth grade. The primary objective of this research was to determine whether applying the Direct Method could effectively enhance students' pronunciation skills when employed by their English teachers in the classroom. The results from the questionnaire revealed several key insights. Notably, most respondents recognized the importance of pronunciation, with 53% strongly agreeing and 47% agreeing that it was crucial for improving their pronunciation. These findings provide valuable insights into the efficacy of the Direct Method in enhancing EFL students' pronunciation skills and highlight its importance in the classroom setting.

A Study on Elementary English Teachers’ Responses to Classes Using AI-Powered Application: Focusing on Odinga English

The purpose of this study is to examine the responses of English teachers to utilizing an AI-based interactive application, Odinga English. To determine their views, a case study was conducted with four English teachers. The findings are as follows. First, the contents of the application consisted of fun elements with graphics which had a positive effect on increasing learners’ interest and motivation. In addition, learners improved their self-confidence by solving problems on their own. Second, the design and interface of the application were appealing to young learners, an important point as both accessibility and convenience play an important role when lower-grade students are learning with a new tool. Third, the adaptation of the educational application was appropriate for elementary school students who are familiar with using technology to learn. Lastly, each learner received individual feedback on their speaking and pronunciation. Based on the results, it can be concluded that the use of the AI-based application was positive for elementary school English learners. Above all, it was effective in increasing learning interest and confidence, which are important for elementary school learners. It was also positive in improving learners’ speaking and pronunciation skills through customized feedback.

Identifying the Accuracy and Comprehensibility of Students’ English Word By Word Pronunciation at North Lombok Senior High School

Pronunciation is an important component of language learning that must be well mastered in order to support the development of students' competence in language skills, particularly speaking skills. This descriptive research aims to evaluate the accuracy and comprehensibility of English pronunciation among tenth-grade IPS students consisting of 30 students at SMAN 1 Bayan in North Lombok. Qualitative methods were employed, using student voice recordings as primary data and relevant documents as secondary data. The data analysis technique in this study uses the concept of qualitative data analysis developed by Miles and Huberman in (1994), including data reduction, data display and conclusions drawing. The results showed that while some students demonstrated excellent proficiency in English pronunciation, others faced significant challenges in accurately articulating vowel and consonant sounds. These findings highlight the importance of targeted interventions to support struggling students and improve the pronunciation skills of all students. The research questions are focused on the accuracy and comprehensibility of English pronunciation among students in North Lombok. Through our evaluation, we found that the level of accuracy in common words varied among students, with some struggling to pronounce even basic words accurately.

A Correlational Study Between Students’ Learning Motivation, Vocabulary Mastery And Pronunciation

The aim of this research is to find out whether there is significant correlation between the students’ learning motivation, vocabulary mastery and pronunciation skill at SMPN 5 Langsa. The method of this research is quantitative with correlational design. The research object of this research is 55 students. The data were collected by applying test and questionnaire. Indeed, based on the result of the research, it showed that there is a positive correlation between students’ learning motivation and pronunciation skill at SMPN 5 Langsa, there is a positive correlation between students’ vocabulary mastery and pronunciation skill, and there is a positive correlation between students’ learning motivation, vocabulary mastery and pronunciation skill. It can be concluded that students’ learning motivation gives contribution to both their vocabulary mastery and their pronunciation skill. Additionally, when students have high motivation in learning, it can be beneficial to them in order to improve their vocabulary mastery and their pronunciation skill.

Фонетическая система английского языка радиообмена в авиации

The research aim is to improve the methods and techniques for the formation of better pronunciation skills of pilots and air traffic controllers. So, it is necessary to analyze the theoretical bases of the English language phonetic system of aeronautical radiotelephony communications. These bases condition the formation and functioning of the mentioned system in the speech situations typical for aviation sphere when communicating by the means of radio. The scientific novelty lies in the first complete study of phonetic system elements of Aviation English used only in the spoken forms (phonation, pause, tempo, intonation and others). The study shows that these spoken forms interact in a special way and provide the strong speech perception among communicants both in conditions of both good and poor hearing. As a result, it is proved that the phonetic system of Aviation English in aeronautical radiotelephony communications contributes to its efficient use as the means of spoken communication in all air conditions.

Students’ Attitude towards the Utility of Kahoot! in English Learning: a Systematic Review

In the last three years till now, the use of online learning platforms significantly has become a trend caused by the pandemic. Many schools apply learning from home. It has been able to affect the students’ attitudes. Hence, teachers should think wisely about using the learning media. One of the popular online learning platforms, Kahoot!, is used by teachers. The impact of Kahoot! on students’ attitude is the researcher's concern. To support the research, the researcher applies a systematic review as research method. From a hundred articles, it has been filtered using a systematic review with PRISMA Flow into 38 articles obtained from Google Scholar, Garuda Ristekbrin, and Unpaywall. From 38 articles, it is able to state that Kahoot! is applied in learning all skills of English at once, writing skill, speaking skill, reviewing English, learning pronunciation skill, assessing vocabulary skill, conducting an exam of English, specific theme of English such as Events II, Recreation IV, Energy and Media, and tourism 1, grammar skill, reading skill, and vocabulary skill. Also, the students’ attitudes are mostly stated positive. The students are mostly motivated, better comprehending, excited, engaging, enjoyable, a good feeling, entertained, more active in class, paying attention, preferring the Kahoot!, and having the readiness to do with it in the next lesson. To recapitulate, the readers must be aware of common problems such as the internet and technical issues. Hence, the educators are able to keep the students’ attitudes in positive attitude.

Challenges in Teaching Pronunciation to Saudi Female Learners at Taif University

Prince Muhammad Bin Salman’s 2030 vision has amplified the importance of the English language in Saudi Arabia and efforts to increase its use in the Kingdom. This need is illustrated by the increasing trend of Saudi universities and certain corporations requiring prospective students to take regional standardized English examinations. The goal of this study is to identify female Saudi EFL learners’ pronunciation issues, assess needed help, and suggest teaching strategies to EFL instructors. Learners will be examined through a series of pronunciation exams intended to enhance their listening and pronunciation skills. This research is relevant because young people are a key element of HRH Mohammed Bin Salman’s Vision 2030 as they represent the kingdom, internationally. The questions in this study address the challenges instructors confront in dealing with the most common pronunciation issues faced by adult female Saudi students in the EFL classroom. The obstacles faced by ESL instructors teaching pronunciation in schools included self-confidence, professional development knowledge, and instructional methodologies. Fear of making mistakes while pronouncing words was commonly stated as an obstacle to confidence when teaching pronunciation to students. Moreover, several teachers admitted to having difficulty pronouncing some phrases, indicating a lack of familiarity with English pronunciation. According to respondents, the time given to cover the required courses in the program proved insufficient for pronunciation teaching. The most successful method was to include pronunciation tasks in English classrooms. Due to the unique qualities and needs of each student, there are a limited number of instructional materials and other resources accessible on pronunciation.

The Effect of Explicit Pronunciation Instruction on Enlarging Listening Vocabulary Size

This study explores the effect of explicit pronunciation instruction on enlarging listening vocabulary size. 115 learners of English as a foreign language were recruited and received ten-week explicit pronunciation instruction on segments and four pronunciation skills (reduction, elision, intrusion and assimilation). How the instruction was carried out was described in details and pre-test and post-test were carried out in the form of Listening Vocabulary Levels Test. It was found that after the explicit pronunciation instruction, learners’ listening vocabulary size displayed a remarkable increase, smaller individual differences were displayed and significant difference was found between the scores of two tests. Possible reasons were provided for these changes. The result indicated that explicit pronunciation instruction could be an effective way to help students enlarge listening vocabulary size and it might be more effective for students with lower proficiency level. Pedagogical implications in terms of course design, teaching practices, and teacher development were also provided to improve future listening vocabulary acquisition and instruction.

The Implementation of Video Dubbing in Enhancing Students’ Pronunciation at a High School in Vietnam

Pronunciation lessons have frequently been overlooked in English as a Foreign Language (EFL) classes for a variety of reasons. As a result, many EFL students always struggle to communicate with confidence due to their bad pronunciation. The researcher carried out this study with a view to examining the impacts of using video dubbing in improving students’ pronunciation in EFL classrooms. This study was a classroom action research and employed 40 students (15 females and 25 males) at Luu Nhan Chu High School in Dai Tu district, Thai Nguyen Province. After 4 sections in which students were required to dub 4 videos, the data were collected through pretest, posttest, and teacher’s observation. The research utilized both quantitative and qualititive approach to analyze the data. The results revealed that video dubbing really brought about the improvement in Luu Nhan Chu students’ pronunciation skill and they had positive attitude toward the implementation of video dubbing in teaching pronunciaton. This research gave awareness about the importance of English learning and facilitate students to improve their speaking, especially in pronunciation. It is hoped that other researchers can use this research as an additional reference to conduct further research in the same field, certainly with different materials and samples.

The The Effectiveness of Learning Pronunciation Through English Content by English With Lucy on YouTube

Pronunciation is fundamental and includes what anyone who wants to communicate or is in the process of communicating learning English should understand. One way to practice pronunciation is to use YouTube. YouTube is a good audiovisual combination for pronunciation practice because it not only shows recordings or videos, but also provides sound. One of the content creators who explained the pronunciation material was a YouTuber running the English With Lucy channel. This study uses a qualitative method. The study specifically targeted high school students who studied remotely online to practice their pronunciation skills. In collecting the data, this study used several tools: testing and observation. This results of data analysis is in form statements responden. Learning English pronunciation requires hands-on work with the right model, such as a native speaker. So, using YouTube training videos with native speakers as a resource, you can learn English pronunciation very easily.