Addressing pronunciation challenges in EFL learners through the Phonics Method

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dc.contributor.advisorVenegas Álvarez, Gina Silvana
dc.contributor.authorRojas Miranda, Salomé Nathaly
dc.date.accessioned2025-10-08T20:14:49Z
dc.date.available2025-10-08T20:14:49Z
dc.date.issued2025-08
dc.description.abstractThis 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.
dc.format.extent201-221
dc.identifier.citationRojas , 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
dc.identifier.otherUTC-XPU-PINE-2025-005-ART
dc.identifier.urihttps://doi.org/10.62305/alcon.v5i4.684
dc.identifier.urihttps://repositorio.utc.edu.ec/handle/123456789/15051
dc.language.isoen
dc.publisherEcuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
dc.subjectCHALLENGES
dc.subjectEFL STUDENTS
dc.subjectPHONETIC METHOD
dc.subjectPRONUNCIATION
dc.titleAddressing pronunciation challenges in EFL learners through the Phonics Method
dc.typeArticle
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