1

Universidad Latina de Costa Rica

Sede Guápiles

Escuela de Inglés

Trabajo Final de Graduación Para Optar por el Grado de Licenciatura en La

Enseñanza del Inglés

Exploring the Effectiveness of a Pronunciation-Based Approach in Enhancing Oral

Proficiency.

Jorge Andrés Herrera Gordon

June 2023
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Dedication
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Abstract
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Resumen Ejecutivo
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Table of Contents
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List of Tables
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List of Figures
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Carta Autorización
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Declaración Jurada
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Chapter I Introduction and General Information

Introduction

This action research takes place in Bilingual High School Saint Francis of Assisi,

offering a unique context for investigation. The students share similar economic and

educational backgrounds, creating favorable conditions for carrying out the research.

Additionally, most students have undergone the same educational process within the school,

allowing for meaningful comparisons of progress when implementing the intervention.

Moreover, the school curriculum emphasizes Bilingual concepts and principles, providing

students with continuous exposure to the English language. However, it is important to note

that none of the classroom instructions in the English subjects focus on a pronunciation-

based approach. This absence presents a significant opportunity for this research to explore

and assess the effectiveness of the mentioned approach.

Pronunciation teaching has been implemented in certain way during history. Some

examples are the Audiolingual and the Oral Approach during the 40s and 50s when some

techniques such as repetition of words and comparison of minimal pairs were applied.

However, there are approaches in history, namely the Grammar Translation Method and

other reading-based approaches that do not emphasize on pronunciation at any level. This

highlights the need to revisit and assess the effectiveness of pronunciation-focused

instruction in the context of Bilingual High School Saint Francis of Assisi.

By addressing the gap in pronunciation instruction, this research can potentially

improve the overall language learning experience of the students and contribute to their

future academic and professional success.

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Rationale:

The reason for this action research paper is to prove whether the pronunciation-

based approach is effective or not. In addition, this paper also looks for the recognition of

the crucial role that pronunciation plays in language learning and communication. While

oral proficiency involves various aspects such as vocabulary, grammar, and fluency,

pronunciation forms a fundamental component that significantly influences overall

communicative competence.

Furthermore, this research recognizes the practical relevance of enhancing oral

proficiency for learners. Effective oral communication skills are crucial for academic

success, professional advancement, and social integration in multilingual and multicultural

contexts. A pronunciation-based approach has the potential to equip learners with the skills

necessary to express themselves clearly, be understood by others, and engage in effective

communication across various contexts.

Moreover, this research considers the context of Bilingual High School Saint

Francis of Assisi, where students share similar economic and educational backgrounds.

This context provides a favorable setting for investigating the effectiveness of the

pronunciation-based approach, as it allows for meaningful comparisons of progress and

facilitates a focused study on the impact of the intervention.

Ultimately, the findings of this research have the potential to inform language

educators, curriculum developers, and policymakers about the importance of incorporating

explicit pronunciation instruction in language programs. The outcomes can contribute to the
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development of evidence-based pedagogical practices that can enhance language teaching

and learning, leading to improved oral proficiency among learners.

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Purpose

General Objective.

To enhance the pronunciation skills in tenth-graded upper intermediate students of

Bilingual High-School Saint Francis of Assisi during the period of 2023.

Specific Objectives

 To diagnose the tenth-graded student´s pronunciation skills through the application

of an evaluation tool.

 To implement a pronunciation-based approach instructional method in an EFL tenth-

graded classroom through the usage phonetic awareness, minimal pairs, pronunciation

drills, phonetics instruction, connected speech and oral feedback.

 To assess the tenth-graders level in oral proficiency and overall communicative

competence following the implementation of the pronunciation-based approach and

targeted instructional methods.

Research questions

1. What are the specific pronunciation challenges of students in their target language?

2. To what extent does the pronunciation-based approach impact the overall oral

proficiency?

3. How does the pronunciation-based approach influence students' confidence and

willingness to engage in oral communication in the target language?

4. What strategies and techniques are most effective in improving students'

pronunciation skills and intelligibility?

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5. What are the perceived benefits and challenges of implementing a pronunciation-

based approach in the regular classroom instruction?

6. How do students perceive the impact of the pronunciation-based approach on their

overall language learning experience and academic performance?

Hypothesis

Learners at Bilingual High School Saint Francis of Assisi will enhance their oral

proficiency through the implementation of a pronunciation-based instruction.

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Chapter 2 Literature Review

Historical Background

This literature review examines recent research on the impact of pronunciation-

based teaching methods on the oral proficiency of English language learners. Also, it

provides background information in which the research lays its basis on. The focus is on

studies published since 2013, to ensure a contemporary understanding of teaching

methodologies, learner outcomes, and pedagogical innovations in this area.

The ultimate goal when learning a new language is to be able to communicate in a

meaningful and genuine manner. There are four skills to develop when talking about

language, namely, reading, writing, listening, and speaking. The last skill mentioned is the

most important one since the body is made up to produce speech. According to NIH (2023)

there are five parts of the body involved on speech production; they describe the lungs,

larynx, vocal folds, mouth, and nose. In other words, the body is meant to be able to

produce speech using language as a tool. Indeed, (University of People, 2023) states

¨Language is a vital part of human connection. Although all species have their ways of

communicating, humans are the only ones that have mastered cognitive language

communication. ¨ This means that one important characteristic that separates humans from

other species is the capability to use language as mean of complex system of

communication. Ultimately, it is essential for humas to be able to communicate and be

understood to evolve through history as specie.

Accordingly, when learning a new language, it is important to know that using this

tool of communication requires the development of many aspects. Taking into

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consideration three well-known speaking test, namely, TOEL, IELTS, and Cambridge

ESOL, it is exposed the common criteria, the pronunciation.

The background of the first widely recognized pronunciation-based approach in

language learning. It can be traced back to the early 20th century where the advent of the

Direct Method took place. This method emerged as a response to the Grammar-Translation

Method, which was prevalent during the 19th century. Some key elements of this method

involve speaking and listening, usage of target language in instruction, oral drills and

conversation practice. Pronunciation training is a central component for this method since

the main aim is for students to think and speak directly in the target language. Some

common techniques used in this methodology are mimicry and memorization where

students mimic the instructor´s speech to master the correct pronunciation. The Direct

Method was revolutionary for its time because it shifted the focus from written language

and grammar translation to oral skills and direct use of the target language. Its influence on

the importance of pronunciation in language teaching is a significant historical point in the

development of modern language pedagogy.

In the past decade, the field of phonetics and pronunciation pedagogy has increased

in innovative theories that seek to understand and enhance the intricate relationship

between pronunciation and oral proficiency. The emergence of these theories reflects a

broader trend towards a more nuanced and learner-centered approach to second language

acquisition. These contemporary perspectives, grounded in cognitive psychology and

sociolinguistics, offer fresh insights into the dynamic processes underpinning pronunciation

learning. They underscore the significance of adaptability, motivation, and the social

context in shaping learners' phonological development. This section introduces and

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examines seminal theories post-2013 that have contributed to the evolving landscape of

SLA, particularly in the domain of pronunciation and its crucial role in facilitating effective

oral communication.

One of the notable advancements in this era is High Variability Phonetic Training

(HVPT), which revolutionizes traditional pronunciation teaching by emphasizing the

diversity of phonetic input. The Dynamic Systems Theory (DST) shifts the focus to the

fluctuating nature of language learning, affected by various interrelated factors. The L2

Motivational Self System bridges the gap between aspiration and actuality, highlighting the

motivational forces driving pronunciation proficiency. Lastly, the application of

Sociocultural Theory to pronunciation illuminates the profound impact of social

interactions and cultural immersion on phonological mastery.

These theories collectively contribute to a comprehensive understanding of how

pronunciation influences oral proficiency. They provide a scaffold for educators and

researchers alike to develop instructional strategies that are responsive to the complexities

of language learning in the 21st century. The following discussion delves into each of these

theories, exploring their implications for pronunciation instruction and their potential to

empower language learners in achieving articulate and intelligible speech.

The investigation led by Isil and Su Bergil (2013), shows important aspects for the

purpose of this research. They investigated the impact of pronunciation instruction on the

oral proficiency of English language learners. A pre-test/post-test design was employed in

that investigation. For the pre-test, results showed that of the students struggle with their

pronunciation even after nine years of English learning. Specifically with the short

vowel /æ/, long vowels /i/ and /ɔ/, and consonants / θ / and / ð /. However, after the
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intervention, the post-test revealed that most students were able to pronounce correctly the

vowels and consonants they had issues with, after 5 weeks on instructions. Thus, their

proficiency, and self-confidence increased considerably.

This current research might contribute to the growing body of literature that

acknowledges the significance of targeted pronunciation instruction in language learning.

Isil and Su Bergil's 2013 study provides empirical evidence that dedicated pronunciation

practice can lead to measurable improvements in oral proficiency among English language

learners. Their methodology highlighted the value of pre- and post-testing, which allows for

a clear assessment of student progress over a relatively short instruction period.

The specific challenges with phonemes such as the short vowel /æ/, long vowels /i:/

and /ɔ:/, and consonants /θ/ and /ð/, are common among learners from various language

backgrounds, indicating that these issues are not unique to any single linguistic group. The

success in overcoming these pronunciation hurdles after focused instruction reinforces the

argument for a pronunciation-based approach to be implemented as mean of enhancing oral

proficiency.

The positive change in self-perception regarding pronunciation ability is particularly

noteworthy. As self-confidence in language production is a critical factor in language

acquisition, the findings from Isil and Su Bergil's research may suggest that pronunciation

instruction not only enhances linguistic competence but also empowers learners

psychologically, which in turn can have a profound impact on their overall communicative

effectiveness.
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In aligning with this prior study, the present research extends its scope by

considering additional variables such as the retention of pronunciation improvements and

the role of individual learner differences in the effectiveness of pronunciation instruction.

This approach will provide a more comprehensive picture of how pronunciation training

can be best optimized to support learners in achieving higher levels of oral proficiency.

Further research has explored the challenges to be faced when putting into practice a

pronunciation-based approach. Smit (2019) contributes to the understanding of oral

proficiency in EFL contexts. The study delved into teachers' perceptions of oral production

and interaction and aimed to analyze how upper secondary EFL teachers define,

understand, and experience oral proficiency. It highlighted the inherent complexities and

conflicting perceptions regarding the assessment of oral proficiency and the various

problems teachers encounter in this domain.

Teachers in the study viewed oral production as a primarily one-way

communication activity that is typically well-prepared and individualized. For instance,

Oscar, one of the participants, emphasized oral production as presenting material

individually, suggesting a more traditional approach to language output. In contrast, Anna

related oral production to a more prepared activity, such as a reading from a group, which

implies a collaborative and interactive component to oral proficiency.

The investigation also touched upon the phenomenon of foreign language speaking

anxiety, noted to be a significant barrier to oral production. Oscar commented on the

extreme difficulties students face in presenting in front of the class and how this anxiety

often prevents them from speaking at all, while Anna's approach to mitigate this was
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through topics of interest to the students, thereby giving them a chance to practice their oral

interaction abilities.

Furthermore, the study addressed the assessment of oral proficiency, revealing

themes such as teachers' grading criteria, assessment instructions, and materials, as well as

the problems and solutions when assessing oral proficiency. One recurring theme was the

tension between planned and spontaneous speech; the former offers the advantage of

preparation and potentially higher accuracy and relevance, while the latter often reflects a

learner's true communicative capabilities in unscripted scenarios.

Synthesizing this information, the study highlight an important aspect, the balance

between the need for structured language practice and the need for authentic, spontaneous

language use. The findings from this research add a critical dimension to the literature, as

they illustrate how perceptions and teaching practices can significantly influence the

development of oral proficiency, particularly in pronunciation and interactive skills.

In the evolving area of oral proficiency assessment, Borges-Almeida & Douglas

Altamirano (2013) provide an insightful analysis of the role of pronunciation within the

broader phonological system. They challenge the traditional emphasis on native speaker

norms, particularly in the context of English as an International Language (EIL),

advocating for a model that prioritizes intelligibility and communicative competence over

adherence to native speaker pronunciation patterns. Their study, centered on the Test of

Oral Proficiency in English (TEPOLI), highlights the nuanced relationship between

phonological deviations and overall language proficiency.

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Borges-Almeida and Douglas Altamirano (2013) contend that a comprehensive

assessment of a candidate's phonological system should consider the range of phonemes

where deviations occur, rather than fixating on the frequency of deviations within

individual segments.

The study also underscores the cognitive challenges of acquiring a second

language's phonology, especially for adult learners. Borges-Almeida & Douglas Altamirano

(2013) note that certain vowel sounds and syllable structures present particular difficulties

for Brazilian English learners, often leading to systematic deviations that may become

phonological fossils, resistant to change despite further exposure to the target language.

Contextualizing this information, and taking advantage that Spanish and Portuguese share

common roots as language and that provides a basis of similar situation on the current

research.

In synthesizing this research, one can appreciate the authors' assertion that

proficiency assessment should not penalize non-native speakers for maintaining aspects of

their phonological identity that do not impede intelligibility. This stance aligns with the

broader goal of equipping learners to operate effectively within EIL contexts, where

English serves as a lingua franca among diverse non-native speakers, (Borges-Almeida &

Douglas Altamirano, 2013).

Integrating these findings into the current literature review emphasizes the shifting

paradigms in oral proficiency testing. It acknowledges the complexity of pronunciation

assessment and the need for a balanced approach that respects non-native phonological

identities while ensuring effective communication across varied linguistic backgrounds.

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To better understand the aspects involved in pronunciation, the following figure

shows the features involved in English pronunciation teaching.

Figure 1

Features of English Pronunciation

Source: Features of English pronunciation according to Pourhosein (2012, p. 120).

Within the purpose of enhancing oral proficiency through pronunciation-based

approaches, an understanding of the constituent features of English pronunciation is crucial.

The figure, delineating segmental and suprasegmental features, serves as a visual guide to

the complexities of pronunciation that learners must navigate. Segmental features, which
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include individual sounds such as phonemes, consonants, and vowels, are foundational to

pronunciation instruction. Learners' ability to distinguish and produce these sounds,

including the nuances between voiced and unvoiced consonants and the subtleties of vowel

length and quality, is critical for clear and intelligible speech.

Concepts

Oral Proficiency

Defined as "the ability to speak a language with sufficient structural accuracy and

vocabulary to participate effectively in most formal and informal conversations" (American

Council on the Teaching of Foreign Languages [ACTFL], 2012).

Pronunciation

Refers to "the way in which the spoken words of a language are expected to be

phonetically manifested" and is "vital to the intelligibility and comprehensibility of speech"

(Levis & LeVelle, 2013).

Phoneme

A "distinctive speech sound in language" that is "recognized by native speakers as

the smallest unit differentiating meaning and thus words from each other" (Rogerson-

Revell, 2013).

Intelligibility
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The extent to which "speech is understandable to a listener based on the sound

signal alone, without the listener having to guess or infer from context" (Munro &

Derwing, 2013).

Lingua Franca Core (LFC)

The set of "pronunciation features that are critical for mutual understanding when

English is used as a lingua franca" (Walker, 2013).

Phonological Identity

The distinctive "set of phonological attributes, including accent, that characterizes

an individual’s spoken language and is shaped by both the first language and other

languages one might speak" (Murphy, 2014).

Communicative Competence

The capacity to "use language appropriately in various communicative situations,"

reflecting not only knowledge of the language system but also the social rules of language

use (Griffin & Ann, 2013).

High Variability Phonetic Training (HVPT)

A pronunciation training method that involves exposing learners to a wide variety of

speech sounds from multiple speakers in different contexts to improve their phonetic

perception and production skills. HVPT is based on the theory that varied exposure helps

learners better generalize and discriminate between different phonetic inputs (Bradlow,

2013).
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Dynamic Systems Theory (DST)

An SLA theory that views language learning as a complex, non-linear process

influenced by multiple, interacting factors. DST suggests that language development,

including pronunciation, emerges from the dynamic interaction of cognitive, social, and

affective factors, and is characterized by constant change and adaptation (de Bot, Lowie, &

Verspoor, 2013).

L2 Motivational Self System

A theoretical framework that posits that a learner's motivation to acquire a second

language is driven by their capacity to envision an 'ideal L2 self'—a future self-image as a

competent speaker of the language. This self-guided vision can provide powerful

motivation for improving areas such as pronunciation, which is often tied to personal

identity and self-confidence (Dörnyei & Ryan, 2015).

Sociocultural Theory

A theory of development that emphasizes the importance of social interaction and

cultural context in the learning process. In the context of pronunciation, this theory suggests

that learners acquire the phonological patterns of a language through meaningful

communication within specific social and cultural settings (Lee, 2013).

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Chapter 3 Design and Method

Research Method

Before starting to develop the research method used in this investigation, it is

essential to set clear what is involved in it and its corresponding definition. There two types

of research methods which lead to different tool use for data collecting. One of the methods

is called inductive and the other one is called deductive. According to the University of

Newcastle research methods refer to the different strategies, processes and techniques used

during the phase of collecting data for later analysis. The decision to choose one or the

other basically lays on the nature of the investigation.

Inductive research involves the generation of new theories through the observation

of empirical data and it allows for the development of new insights and hypotheses based

on observed patterns and themes coming from qualitative data, such as student and teacher

feedback, classroom interactions, and focus group discussions.

Conversely, deductive research begins with an existing theory or hypothesis, in this

case, the hypothesis that a pronunciation-based approach improves oral proficiency. This
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hypothesis is then tested through quantitative methods, such as pre- and post-intervention

assessments, to validate or challenge the initial theory.

In the realm of educational research, particularly when investigating the efficacy of

specific teaching methods, the choice between deductive and inductive research approaches

is pivotal. This decision shapes not only the research design but also influences how

conclusions are drawn and how findings are interpreted. As it is delved into the nature of

the research being conducted at Bilingual High School Saint Francis of Assisi, focusing on

the implementation of a pronunciation-based approach to enhance oral proficiency, it is

essential to clarify the methodological orientation of the study. This orientation is not

merely a technical detail but a fundamental aspect that reflects the underlying logic and

intent guiding the research. In this context, the investigation predominantly aligns with a

deductive research approach. The rationale behind this choice is rooted in the specific

characteristics of the study, its objectives, and the methods employed to achieve these

objectives. To fully appreciate why this research is categorized as deductive rather than

inductive, it is necessary to describe the key features that define these two methodological

ways and how they apply to the study.

First deductive research often involves a more structured methodology, with clearly

defined variables and an approach aimed at testing the relationship between these variables.

The research design, which includes standardized assessments and statistical analysis, fits

this description. Also, deductive research typically begins with a hypothesis or a

theory.This study at Bilingual High School Saint Francis of Assisi, there is a clear

hypothesis that is ¨Learners will enhance their oral proficiency through the implementation
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of a pronunciation-based instruction¨. This hypothesis is derived from existing theories and

knowledge about pronunciation instruction and its impact on language learning.

Moreover, deductive research tests a theory or hypothesis against empirical data. In

this case, it is conducted pre- and post-intervention assessments to test whether the

pronunciation-based approach effectively enhances students' oral proficiency. This

approach is a hallmark of deductive reasoning, moving from a general premise, say the

hypothesis, to specific observations, say the results. In addition, deductive research often

involves a more structured methodology, with clearly defined variables and an approach

aimed at testing the relationship between these variables. The research design, which

includes standardized assessments and statistical analysis, fits this description.

Type of approach

In the pursuit of academic rigor and comprehensive understanding, research

methodologies play a crucial role in shaping the course and outcomes of a study. Broadly,

research methodologies fall into three categories qualitative, quantitative, and mixed

methods. Each of these approaches has distinct characteristics and advantages, making

them suitable for different types of research questions and contexts. In the case of the study

conducted at Bilingual High School Saint Francis of Assisi, which aims to evaluate the

effectiveness of a pronunciation-based approach in language instruction, a mixed-methods

approach is employed. This decision is grounded in the nature of the research question and

the diverse types of data required to provide a holistic understanding of the issue.

Qualitative research is exploratory in nature and is often used to gain an in-depth

understanding of underlying reasons, opinions, and motivations. It provides insights into

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the problem or helps to develop ideas or hypotheses for potential quantitative research.

Qualitative data collection methods vary using unstructured or semi-structured techniques.

Some common methods include focus groups, individual interviews, and observations. The

strength of qualitative research lies in its ability to provide complex textual descriptions of

how people experience a given research issue.

Quantitative research is used to quantify the problem by way of generating

numerical data or data that can be transformed into usable statistics. It is used to quantify

attitudes, opinions, behaviors, and other defined variables and generalize results from a

larger sample population. Quantitative research uses measurable data to formulate facts and

uncover patterns in research. Quantitative data collection methods are much more

structured than qualitative data collection methods.

In this study, a mixed-methods approach is utilized, combining both qualitative and

quantitative research methodologies. This approach is particularly beneficial in educational

research where both statistical trends and in-depth understanding of participant experiences

are crucial. Mixed methods allow for a more comprehensive data collection strategy.

Quantitative data offers a broad overview of trends and patterns, while qualitative data

provides context and depth to these numbers. Also, this approach offers the flexibility of

qualitative research to explore complex, contextual questions and the rigor of quantitative

methods to test hypotheses and measure outcomes objectively.

Employing both qualitative and quantitative methods enhances the validity and

reliability of the research findings. While quantitative data lend reliability through

statistical analysis, qualitative data enhance validity by providing detailed insights into the

phenomena. In the context of evaluating a pronunciation-based approach, quantitative data

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from pre- and post-intervention assessments offer measurable evidence of the approach's

effectiveness. At the same time, qualitative insights from interviews and classroom

observations provide deeper understanding of how this approach impacts student

engagement, confidence, and learning experiences.

In conclusion, the mixed-methods approach offers a balanced, multi-dimensional

perspective that is crucial for the nuanced and multifaceted nature of educational research.

By integrating both qualitative and quantitative methods, the study at Bilingual High

School Saint Francis of Assisi is well-equipped to provide a rich, comprehensive

understanding of the impact of a pronunciation-based approach on language learning.

Variables

Table 1

The following table shows the possible independent and dependent variables.

Independent Variables Dependent Variables

Pronunciation-Based Instructional Approach Students' Pronunciation Skills

Duration of Instruction Oral Proficiency Level of Students.

Teacher Training and Expertise Students' Confidence in Speaking

Instructional Materials Used Students´ Willingness to Communicate

Classroom Environment Perceived Benefits and Challenges

Frequency of Pronunciation Exercises Academic performance in English Subjects

Students' Initial Language Proficiency Level Retention of Pronunciation Improvements

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Table 2

The following table shows the conceptual and operational definitions for each variable.

Independent Conceptual Definition Operational Definition

Variables
Pronunciation- The specific teaching methods What types of pronunciation
Based Instructional focused on improving techniques are being used in the
Approach pronunciation, such as phonetic classroom?
awareness, minimal pairs, and
pronunciation drills.

Duration of The length of time over which the What is the total number of
Instruction pronunciation-based instruction is instructional hours dedicated to
implemented. pronunciation during this period?

Teacher Training The level of professional What qualifications does the

and Expertise development and expertise teacher possess that are relevant to
teachers have in delivering pronunciation instruction in
pronunciation-focused English as a Foreign Language
instruction. (EFL)?
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Instructional The types of resources and What specific materials (e.g.,

Materials Used materials utilized in the textbooks, audio-visual aids,
pronunciation-based approach. software) are used in teaching
pronunciation?

Classroom The overall learning atmosphere, What is the size of the class in
Environment including factors like class size which the pronunciation-based
and student-teacher interaction. instruction is implemented?

Frequency of How often pronunciation How many pronunciation-specific

Pronunciation exercises are incorporated into activities are conducted per lesson
Exercises the teaching process. or per week?

Students' Initial The baseline language skills of What were the pre-test scores
Language students prior to the measuring students' initial
Proficiency Level implementation of the proficiency in English, focusing
pronunciation-based approach. specifically on general language
skills and pronunciation?

The Context
Setting
The study is set at Bilingual High School Saint Francis of Assisi, an educational

institution that prides itself on its bilingual curriculum. The school is situated in a suburban

area and caters to students primarily from middle to upper-middle-class families. The

student body is characterized by a degree of homogeneity in terms of economic and

educational backgrounds, which provides a stable and controlled environment for

conducting educational research.

The school's infrastructure supports a bilingual education system, with well-

equipped classrooms designed to facilitate both traditional and innovative teaching

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methods. Classrooms are equipped with modern technological tools to aid in language

instruction, such as smartboards, language labs, and digital resources. The school follows a

structured academic calendar, dividing the year into terms, which allows for systematic

implementation and assessment of the instructional methods.

The teacher involved in the study is qualified professional with experience in

teaching English as a Foreign Language (EFL). He possesses a range of experiences and

qualifications in language instruction, with some having specialized training in

pronunciation pedagogy.

The curriculum at Bilingual High School Saint Francis of Assisi integrates English

language learning across various subjects, namely, oral, reading, and writing. However,

there has been a noted lack of emphasis on pronunciation, which this study aims to address.

The study is scheduled to occur within a specific timeframe during the academic

year 2023, specifically from October 9th to November 17th. This duration spans six weeks,

during this timeframe, the research includes one dedicated session per week, amounting to

a total of six sessions. Each of these sessions is thoughtfully designed to last for two hours,

ensuring an intensive and focused approach to pronunciation training. In total, the research

encompasses 12 hours of instruction, a duration deemed optimal for observing the impacts

of the instructional methods on students' pronunciation skills and overall oral proficiency.

Participants

The participants for this study are selected based on specific criteria to ensure a

focused and relevant analysis of the pronunciation-based instructional approach's impact.

First, participants are tenth-grade students at Bilingual High School Saint Francis of Assisi.
 36

This grade level is chosen as it represents students with a significant exposure to English

language instruction, yet potentially at a critical juncture for refining advanced language

skills, such as pronunciation. Second, the study targets students classified as upper

intermediate in their English language proficiency. This proficiency level ensures that the

participants have a solid foundation in English, allowing the research to focus on the

nuances of pronunciation improvement. Third, participants are typically aged 15-16, which

is standard for tenth-grade students.

Most students come from middle to upper-middle-class families, as is typical of the

school's student population. Students have been educated under a bilingual curriculum, with

consistent exposure to English throughout their schooling. Additionally, the number of

students from one of the groups is 15 and the other group is 16.

Data Collection Procedures and Tools of Initial Research

Procedures of Initial Research

The initial research procedures for the study on the pronunciation-based approach at

Bilingual High School Saint Francis of Assisi are structured to establish a baseline and

prepare for the effective implementation of the intervention. The first step into this

procedure is to select the group in which the research is based on. This was meticulously

chosen, taken into account the level of the students through observation and the grade.

Once the participants were selected, a pre-intervention testing assesses the students' initial
 37

pronunciation skills and overall oral proficiency. This may include recording their speech

for later analysis. Also, a questionary to students to gauge their attitudes towards

pronunciation, their confidence in speaking, and their previous experiences with English

language learning.

The pre- intervention test was carried out during the first week and it consists in two

parts, one of them being an interview in which students answer orally to different open-

ended questions. The criteria for this interview are the phonetic accuracy, intonation, word

stress, and rhythm. These criteria were chosen based on the pronunciation-based approach

implemented during the intervention. The second part of this test is a reading out loud

activity where students read two short paragraphs containing most of the phonetic sounds

found in the English language. For this part, students’ voices were recorded for the mere

purpose evaluating their performance in a rigorous way playing the audios several times to

find their lacks and strengths. For this last part, a rubric measures their phonetic awareness,

intonation, stress, phonetic accuracy, and rhythm.

Once students completed this first diagnosis, they completed a 10 close-ended

question questionary drafted on google forms. This questionnaire is meant to explore

students' attitudes towards English pronunciation, their self-perceived proficiency, previous

learning experiences, and any challenges they face with pronunciation.

Instruments

The diagnostic phase of the study at Bilingual High School Saint Francis of Assisi

comprises two distinct parts, an interview and a reading out loud exercise. Each part is

designed to assess different aspects of the students' pronunciation skills and comfort with
 38

the English language. It is important to mention the objective to evaluate students'

spontaneous speech pronunciation, fluency, and comfort level in conversational English.

This diagnosis helps to set the starting line where the intervention should take from.

The first part is a set of predetermined questions in English, focusing on general

topics like hobbies, future aspirations, or familiar daily activities. This interview is meant to

last at least 10 minutes per student. The procedure for this diagnosis is a one-on-one, in

which each student come to the teacher’s desk and responds widely each of the questions

while the investigator gathers information through the rubric set for this purpose. All of this

is conducted in a quiet, comfortable environment to ease student nervousness. The

interviews are audio-recorded for detailed analysis of pronunciation, intonation, and

rhythm. As said before, the interviewer, not only asks questions but also listens attentively

to the student's pronunciation, noting any recurring issues or notable strengths.

The second part for this diagnosis assesses students' ability to pronounce English

words and phrases correctly in a controlled context. Students read a passage of moderate

length and difficulty, representative of the students' reading level. The durations activity is

about 5-7 minutes. Students read the passage out loud in a quiet setting, one at a time. The

reading session is audio-recorded for precise pronunciation analysis. The passage is chosen

to be neutral and engaging, to ensure students are comfortable while reading.

Diagnostic Data Analysis

The diagnostic data analysis in the research at Bilingual High School Saint Francis

of Assisi is a critical phase where the collected data from the interviews and reading aloud

exercises are methodically examined. This analysis serves to identify the baseline
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pronunciation competencies of the students and to uncover specific areas that require

focused attention during the intervention phase.

The initial step in the data analysis involves a detailed examination of the interview

recordings. Each recording is meticulously reviewed by the investigator trained to evaluate

various aspects of the students' spoken English. The key focus areas include pronunciation

accuracy, fluency, and communicative competence. Pronunciation accuracy assessment

revolves around the articulation of phonemes, the correct usage of stress, and intonation

patterns. Fluency is gauged by observing the natural flow of speech, noting any frequent

hesitations, fillers, or pacing irregularities. Communicative competence is evaluated based

on how effectively students convey their ideas and respond to questions.

In addition to these primary areas, the analysis also considers the comfort level and

confidence of the students while speaking. This is inferred from their speech patterns, tone,

and the spontaneity of their responses. The findings from this part of the analysis provide

insights into the students' real-world conversational skills in English and highlight

individual and collective pronunciation challenges.

The reading aloud exercise offers a different dimension to the pronunciation

assessment. Here, the focus shifts to how well students navigate and articulate the written

text. The recorded sessions are analyzed for clarity of pronunciation, rhythm, intonation,

and overall reading fluency. Special attention is paid to how students handle complex or

unfamiliar words, their ability to maintain a consistent rhythm, and the appropriateness of

their intonation in relation to the text.

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This part of the analysis also helps in identifying any discrepancies between

students' reading pronunciation and their spontaneous speech pronunciation, offering a

more rounded picture of their overall pronunciation skills. It can reveal, for instance,

whether students are better at pronouncing prepared text than spontaneous speech, or vice

versa.

The data from both the interviews and reading exercises are then synthesized to

form a comprehensive understanding of each student's strengths and weaknesses in

pronunciation. This involves comparing patterns and trends across the two exercises. For

instance, if certain phonetic challenges are consistently observed in both spontaneous and

reading contexts, these are flagged as key areas for intervention.

In summary, the diagnostic data analysis is a meticulous process that plays a

fundamental role in shaping the subsequent instructional intervention. By providing a clear

and detailed understanding of the students' pronunciation abilities and challenges, it lays the

groundwork for an effective, tailored, and responsive teaching approach.

Action plan

Description of Deliberate Intervention Applied

The action plan for the intervention at Bilingual High School Saint Francis of Assisi

is designed to enhance the pronunciation skills of tenth-grade students. This comprehensive

plan outlines the steps, methodologies, and resources that were employed over the course of

the intervention. In order to classify the process better, the following information describes

chronologically a detailed plan to integrate pronunciation exercises into the classroom,

ensuring that these activities complement students’ oral proficiency.

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The first action to follow is gathering and preparing teaching materials, including

audio-visual aids, pronunciation apps, and worksheets focused on phonetic exercises and

pronunciation drills. Secondly, an introduction is held in the classroom to orient students

about the upcoming intervention and set expectations. This introduction is presented in an

engaging Power Point presentation that includes samples of the exercises that students will

experience during the intervention, making it interactive and appealing to the students.

In enhancing English pronunciation, three effective drills stand out, namely,

Phoneme Drills, Minimal Pair Drills, and Sentence Repetition. These drills were used for

students to acquire information about the sounds. Phoneme Drills concentrate on individual

sounds, particularly those that are challenging for learners. Those sounds are practiced

repeatedly until students can articulate these sounds clearly. Minimal Pair Drills are highly

effective for teaching subtle differences in pronunciation. They involve pairs of words that

differ by just one sound, such as "bit" and "beat", helping students to fine-tune their

listening and speaking skills. Finally, Sentence Repetition exercises enable students to put

these sounds into a broader linguistic context. By repeating sentences that incorporate

target phonemes and minimal pairs, students can practice not only individual sounds but

also the rhythm, stress, and intonation patterns of English, leading to a more natural and

fluent speech. These drills, when combined, provide a comprehensive approach to

improving pronunciation in a structured yet varied manner.

Phoneme identification.

For this activity the investigator introduces, according to IPA (International Phonetic

Alphabet), the following vowel sounds, /ɪ/ as in pit, /i:/ as in week, /e/ as in pet, /ɜ:/-

heard, /æ/ as in pat, /ɑ:/ as in hard, /ʌ/ as in cut, /ɔ:/ as in fork, /ʊ/ as in put, /u:/ as in
 42

boot, /ɒ/ as in dog, /ə/ as in about. The focus of the activity is merely to have students to

identify the different vowel sound phonemes and associate them to a specific word. At the

time of applying, it was only possible to cover the following sounds /ɪ/ as in pit, /i:/ as in

week, /ʊ/ as in put, /u:/ as in boot, and /æ/ as in pat. The exercise consists in a list of words

cut in individual pieces of paper, and zip lock bags tagged with the specific vowel sound.

Students need to put inside the words that contains the vowel sound identified in the bag.

This activity does not require students to write their names.

The figure number two shows the list of words used for this activity. In total, there

are fifty words and ten of them belongs only to one vowel sound. The reason why this is the

first activity is because students need to go through the process from easy to hard and

identification is a good start for them to feel comfortable and build confidence on what they

are learning.

Figure 2

List of vocabulary.

Source: (Herrera, 2023)

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The listed above, shows the vocabulary used in the activity described.

Minimal pair.

At the beginning of the activity, clear and detailed instructions are provided to the

students to ensure they fully understand the objectives and process of the exercise. The

initial phase involves playing a selected audio examples to the students, each illustrating

distinct phonemes in a clear and concise manner. This is essential for helping students

attune their ears to the subtle differences in sounds. As they become more comfortable and

familiar with the activity, they are presented with a thoughtfully prepared worksheet. This

worksheet comprises a series of sets, each containing two words that are identical except

for one phoneme, emphasizing the critical nature of phonemic differences in language

learning. The challenge for the students is to carefully listen as the instructor replays the

audio, this time with the words from the worksheet being pronounced in a random order. As

each word is articulated, the students' task is to mark or identify the corresponding word on

their worksheet. This exercise not only tests their listening skills but also reinforces their

ability to distinguish between closely related sounds.

Figure 3

List of vocabulary words for minimal pair exercise.

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Once students have selected the words, the information is collected for later

analysis.

Reading aloud.

For this activity, a pronunciation app named Pronounce was used. Pronounce

functions as a speech assistant, aiding in confident speaking and effective communication.

It boasts an audio recording feature that allows for the recording of one's voice by reading

text aloud. Pronounce then provides instant feedback on these recordings. The app

processes speech and displays a transcript, highlighting which words were used and

potentially mispronounced. When recording, Pronounce offers suggestions aimed at

improving pronunciation mistakes. For words needing improvement, detailed cues on

correct pronunciation are provided. Additionally, the Read Aloud feature enables text

highlighting for Pronounce to audibly read, allowing for clearer hearing and improvement

through listening, a crucial learning method. Another key feature is progress tracking,

which monitors advancements in each recording session, motivating further improvement

and helping to avoid repetitive errors.

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For the purpose of this study, the option used from this app is the reading aloud

feature, where each of the students come to the computer and read a short paragraph,

getting instant feedback and data is collected for later analysis. The following figure shows

the aspect of the app.

Figure 4

Pronunciation app.

Source: Web page https://www.getpronounce.com/

Pronunciation stations.

This activity consisted in three stations, each based on rhythm, intonation, and

stress. Students rotate through the different satiations, each station has recording equipment

and short sentences where each student practice their rhythm, intonation, and stress. The

stations have also information and examples of the area to be improved. The investigator

needed two assistants for this activity, each instructor was placed in one of the stations for

the mere purpose of collecting data from students’ performance.

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Post-Intervention Assessment

As a conclusion of the intervention, a Post-Intervention Assessment was applied to

the control group and to the experimental group. This test was is carried out on the last

session and consists in two parts as well. A brief interview, but with different questions

from the pre-intervention test to gauge natural speech improvements and reading aloud that

provides a new passage for reading aloud, similar in difficulty to the one used in the pre-

intervention test but different in content. The passage includes a variety of phonetic

challenges, including words with different stress patterns and sentences requiring varied

intonation.
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Chapter 4 Findings

Data Analysis

Restatement of Question (s) and Discussion of Results

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Chapter 5 Reflections
Plan for Further Action
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Chapter 6 Conclusions
Outcomes
Implications
Strengths
Limitations
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Chapter 7 Recommendations
For Students
For Minister of Public Education
For Colleagues
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References
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Appendixes
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Diagnostic
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Annexes