The Impact of Phonetics Instruction on Pronunciation Growth and Attitude Shifts Among EFL Undergraduates: Insights From Testing and Interviews.

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Bibliographic Details
Title:	The Impact of Phonetics Instruction on Pronunciation Growth and Attitude Shifts Among EFL Undergraduates: Insights From Testing and Interviews.
Authors:	Elhussein Mohammed, Faiza Abdalla¹
Source:	Journal of Language Teaching & Research. Nov2025, Vol. 16 Issue 6, p1974-1985. 12p.
Subject Terms:	Attitude change (Psychology), Limited English-proficient students, Qualitative research, Curriculum planning, *Mixed methods research, Phonetics, Sounds, Quantitative research
Geographic Terms:	Saudi Arabia
Abstract:	The present mixed-methods study investigated the effect of targeted phonetics instruction on the changing pronunciation and attitudes of 72 first-year female English majors at Majmaah University, KSA, in 2025. An experimental group of 36 participants received a 14-week intensive phonetics course, while a control group that also numbered 36 participants did not. Quantitative analysis of pre- and post-test pronunciation scores revealed a significant improvement in the experimental group with a mean increase of 4.37 points and no change in the control group. Furthermore, the experimental group demonstrated significantly higher motivation and engagement. Qualitative virtual interviews revealed that individuals believe learning pronunciation opens up work options and improves communication, despite difficulties with certain sounds. Effective teaching tactics can help learners overcome these challenges and gain confidence. To summarize, the study's findings emphasized the need to incorporate basic phonetics training into the EFL curriculum, particularly at the primary school level, through qualified teachers who can use systematic ways to foster pronunciation abilities. This study, with its considerable findings, provides important insights for improving EFL training. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The present mixed-methods study investigated the effect of targeted phonetics instruction on the changing pronunciation and attitudes of 72 first-year female English majors at Majmaah University, KSA, in 2025. An experimental group of 36 participants received a 14-week intensive phonetics course, while a control group that also numbered 36 participants did not. Quantitative analysis of pre- and post-test pronunciation scores revealed a significant improvement in the experimental group with a mean increase of 4.37 points and no change in the control group. Furthermore, the experimental group demonstrated significantly higher motivation and engagement. Qualitative virtual interviews revealed that individuals believe learning pronunciation opens up work options and improves communication, despite difficulties with certain sounds. Effective teaching tactics can help learners overcome these challenges and gain confidence. To summarize, the study's findings emphasized the need to incorporate basic phonetics training into the EFL curriculum, particularly at the primary school level, through qualified teachers who can use systematic ways to foster pronunciation abilities. This study, with its considerable findings, provides important insights for improving EFL training. [ABSTRACT FROM AUTHOR]
ISSN:	17984769
DOI:	10.17507/jltr.1606.19