Addressing pronunciation challenges in EFL learners through the Phonics Method
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Date
2025-08
Authors
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Publisher
Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
Abstract
This study looks at the impact of phonetics on the development of pronunciation of EFL students in the fifth grade of Unidad Educativa Cerit Latacunga, Ecuador. The study was designed to determine whether a clear and systematic teaching of English consonants through phonetics improves the accuracy of the students' pronunciation. A quantitative quadruple experimental design was used, which included a pretest to assess initial speaking skills, a targeted intervention using phonics strategies, and a follow-up to evaluate progress. Fifteen students aged 9 to 10 participated. The results revealed significant improvement in the articulation of complex English consonants, especially those not found in the students' initial phonological system. These results highlight the effectiveness of phonics instruction in the context of English as a foreign language (EFL), reinforcing its value in promoting clearer speech, improving comprehension, and fostering more confident oral communication among young learners.
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Keywords
CHALLENGES, EFL STUDENTS, PHONETIC METHOD, PRONUNCIATION
Citation
Rojas , S. N. (2025). Addressing pronunciation challenges in EFL learners through the Phonics Method. ALCON, 5(4), 201–221. https://doi.org/10.62305/alcon.v5i4.684