Assessing Pronunciation Learning Strategies (pls) and Performance in Utilizing Pronunciation Intervention Program (pip) for Teacher Education Program
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Educators’ ability to pronounce each word properly, in the Philippine context, deems vital. This study focuses on assessing the education students’ pronunciation learning strategies and performance and utilizing the proposed intervention. One-group pretest-posttest design is utilized. It is a quasi-experimental research design where similar dependent variable is measured in one group of participants before (pretest) and after (posttest) treatment is administered. Results show that consonant production is observed with fair phonemic differences with some inconsistencies. The vowel production is considered fairly produced correctly, especially in the most common contrasts. Education students’ accent in intonation is fair, but their hesitation is marked as sufficient to pronouncing words correctly. Their intelligibility is fair in pronunciation despite the listener’s poor participation in classroom activities which helps improve their pronunciation skill. Therefore, different aspects of pronunciation (vowel, consonant, accent, and intelligibility) show fluctuating levels of improvement during post-intervention. The data indicates that the intervention program varies level of effectiveness across different aspects of pronunciation.
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4407132207