EFFICACY OF PHONOLOGICAL INSTRUCTIONS IN IMPROVING ESL STUDENTS PRONUNCIATION

Abstract

Generally assumed that, the students who are taught phonological instructions perform better in pronunciation than the students who are not taught phonological instructions. The present research aim is to analyze the effect of phonological instructions on the improvement of ESL students’ pronunciation. The selected sample was the university level ESL students. The sample was divided into two equal groups named as control group and experimental group through purposive sampling technique. Experimental group was taught through phonological instructions by multiple video recordings and classroom lessons while control group was taught through the traditional instructions. A pronunciation test was taken as pretest and posttest and collected data was analyzed through SPSS with the application of independent sample t-test and paired sample t-test. The obtained results showed that there was significant improvement in the mean scores between the control and experimental group. The performance of the students of experimental group was improved. This research is useful in the ESL teaching-learning process by using the Phonological instructions to solve the pronunciation problems.