pág. 6004
EXPLORING THE IMPACT OF THE ANALYTIC
LINGUISTIC APPROACH ON SPEAKING SKILL
DEVELOPMENT IN ENGLISH AS A FOREIGN
LANGUAGE (EFL) STUDENTS: A
COMPREHENSIVE ANÁLISIS
LA INFLUENCIA DEL ENFOQUE INTUITIVO-IMITATIVO EN LA
ENSEÑANZA DE LA PRONUNCIACIÓN EN INGLÉS COMO
LENGUA EXTRANJERA (EFL): ANÁLISIS DE SU EFECTIVIDAD
E IMPLICACIONES PEDAGÓGICAS PARA MEJORAR LAS
HABILIDADES DE PRONUNCIACIÓN EN LOS ESTUDIANTES DE
EFL
Nayeli Nicole Nuñez Melo
Universidad Regional Autonoma de los Andes Uniandes
Bryan Alexander Gordón Fiallos
Universidad Técnica de Ambato
Pamela Elizabeth Casa Molina
Universidad de las Fuerzas Armadas
Mirian Paulina Aguaguiña Pilla
Universidad Técnica de Ambato
pág. 6005
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16303
Exploring the impact of the analytic linguistic approach on speaking skill
development in English as a Foreign Language (EFL) students: A
comprehensive analysis
Nayeli Nicole Nuñez Melo1
nueznayeli222@gmail.com
https://orcid.org/0009-0005-5603-5071
Universidad Regional Autonoma de los Andes
Uniandes
Ecuador
Bryan Alexander Gordón Fiallos
bryangfiallos@hotmail.com
https://orcid.org/0009-0000-2084-6132
Universidad Técnica de Ambato
Ecuador
Pamela Elizabeth Casa Molina
pamelaecasa2001@gmail.com
https://orcid.org/0009-0009-8263-1749
Universidad de las Fuerzas Armadas
Ecuador
Mirian Paulina Aguaguiña Pilla
aguaguinapaulina@gmail.com
https://orcid.org/0009-0001-9451-5501
Universidad Técnica de Ambato
Ecuador
ABSTRACT
This study analyzed the influence of the Intuitive-Imitative Approach on pronunciation instruction among
English as a Foreign Language (EFL) students. The research was conducted using a mixed-methods
approach, with a non-experimental descriptive design. A survey consisting of 20 Likert-scale items and
three open-ended questions was administered to 83 university students. The validity of the instrument was
confirmed through Cronbach's alpha coefficient (0.770) and expert review. The findings indicated that the
Intuitive-Imitative Approach is widely applied in EFL classrooms. It was found that students predominantly
use strategies based on imitation and repetition to improve their pronunciation, highlighting the importance
of auditory exposure and repetitive practice. Additionally, the results revealed that instructors combine
analytic-linguistic and intuitive-imitative approaches, prioritizing the use of audiovisual resources and
interactive activities. It is concluded that pronunciation teaching through the Intuitive-Imitative Approach
facilitates the natural acquisition of sounds and rhythms of the language, allowing students to develop a
more authentic and intelligible pronunciation in English.
Keywords: intuitive-imitative approach, pronunciation, english language teaching, learning strategies,
higher education
1 Autor principal
Correspondencia: nueznayeli222@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16303
Exploring the impact of the analytic linguistic approach on speaking skill
development in English as a Foreign Language (EFL) students: A
comprehensive analysis
Nayeli Nicole Nuñez Melo1
nueznayeli222@gmail.com
https://orcid.org/0009-0005-5603-5071
Universidad Regional Autonoma de los Andes
Uniandes
Ecuador
Bryan Alexander Gordón Fiallos
bryangfiallos@hotmail.com
https://orcid.org/0009-0000-2084-6132
Universidad Técnica de Ambato
Ecuador
Pamela Elizabeth Casa Molina
pamelaecasa2001@gmail.com
https://orcid.org/0009-0009-8263-1749
Universidad de las Fuerzas Armadas
Ecuador
Mirian Paulina Aguaguiña Pilla
aguaguinapaulina@gmail.com
https://orcid.org/0009-0001-9451-5501
Universidad Técnica de Ambato
Ecuador
ABSTRACT
This study analyzed the influence of the Intuitive-Imitative Approach on pronunciation instruction among
English as a Foreign Language (EFL) students. The research was conducted using a mixed-methods
approach, with a non-experimental descriptive design. A survey consisting of 20 Likert-scale items and
three open-ended questions was administered to 83 university students. The validity of the instrument was
confirmed through Cronbach's alpha coefficient (0.770) and expert review. The findings indicated that the
Intuitive-Imitative Approach is widely applied in EFL classrooms. It was found that students predominantly
use strategies based on imitation and repetition to improve their pronunciation, highlighting the importance
of auditory exposure and repetitive practice. Additionally, the results revealed that instructors combine
analytic-linguistic and intuitive-imitative approaches, prioritizing the use of audiovisual resources and
interactive activities. It is concluded that pronunciation teaching through the Intuitive-Imitative Approach
facilitates the natural acquisition of sounds and rhythms of the language, allowing students to develop a
more authentic and intelligible pronunciation in English.
Keywords: intuitive-imitative approach, pronunciation, english language teaching, learning strategies,
higher education
1 Autor principal
Correspondencia: nueznayeli222@gmail.com
pág. 6006
La influencia del enfoque intuitivo-imitativo en la enseñanza de la
pronunciación en inglés como lengua extranjera (EFL): Análisis de su
efectividad e implicaciones pedagógicas para mejorar las habilidades de
pronunciación en los estudiantes de EFL
RESUMEN
Este estudio explora la relación entre el Enfoque Lingüístico Analítico y el desarrollo de las habilidades de
expresión oral en la Universidad Técnica de Ambato, dentro de la Facultad de Pedagogía, específicamente
en el programa de Lenguas Nacionales y Extranjeras. El Enfoque Lingüístico Analítico enfatiza la mejora
de la pronunciación a través de la enseñanza explícita de características lingüísticas y el uso de materiales
y actividades proporcionados por el docente. La investigación adopta un diseño descriptivo y tuvo como
objetivo recopilar datos confiables mediante una encuesta realizada a 67 estudiantes del programa. El
instrumento utilizado para la recolección de datos fue un cuestionario compuesto por 21 preguntas
enfocadas en cómo se utiliza el Enfoque Lingüístico Analítico en las clases de inglés para mejorar las
habilidades de expresión oral. Para garantizar la validez del cuestionario, se aplicó el método Alpha-
Cronbach, y cuatro expertos en el tema validaron las preguntas en base a su conocimiento profesional. La
encuesta se administró en tres niveles, con cada participante respondiendo según su conocimiento y
experiencia previos. Los datos fueron analizados mediante el análisis chi-cuadrado, lo que confirmó la
aceptación de la hipótesis alternativa. Los resultados indican que existe una relación significativa entre el
uso del Enfoque Lingüístico Analítico y la mejora de las habilidades de expresión oral.
Palabras clave: enfoque intuitivo-imitativo, pronunciación, enseñanza del idioma inglés, estrategias de
aprendizaje, educación superior
Artículo recibido 06 enero 2025
Aceptado para publicación: 15 febrero 2025
La influencia del enfoque intuitivo-imitativo en la enseñanza de la
pronunciación en inglés como lengua extranjera (EFL): Análisis de su
efectividad e implicaciones pedagógicas para mejorar las habilidades de
pronunciación en los estudiantes de EFL
RESUMEN
Este estudio explora la relación entre el Enfoque Lingüístico Analítico y el desarrollo de las habilidades de
expresión oral en la Universidad Técnica de Ambato, dentro de la Facultad de Pedagogía, específicamente
en el programa de Lenguas Nacionales y Extranjeras. El Enfoque Lingüístico Analítico enfatiza la mejora
de la pronunciación a través de la enseñanza explícita de características lingüísticas y el uso de materiales
y actividades proporcionados por el docente. La investigación adopta un diseño descriptivo y tuvo como
objetivo recopilar datos confiables mediante una encuesta realizada a 67 estudiantes del programa. El
instrumento utilizado para la recolección de datos fue un cuestionario compuesto por 21 preguntas
enfocadas en cómo se utiliza el Enfoque Lingüístico Analítico en las clases de inglés para mejorar las
habilidades de expresión oral. Para garantizar la validez del cuestionario, se aplicó el método Alpha-
Cronbach, y cuatro expertos en el tema validaron las preguntas en base a su conocimiento profesional. La
encuesta se administró en tres niveles, con cada participante respondiendo según su conocimiento y
experiencia previos. Los datos fueron analizados mediante el análisis chi-cuadrado, lo que confirmó la
aceptación de la hipótesis alternativa. Los resultados indican que existe una relación significativa entre el
uso del Enfoque Lingüístico Analítico y la mejora de las habilidades de expresión oral.
Palabras clave: enfoque intuitivo-imitativo, pronunciación, enseñanza del idioma inglés, estrategias de
aprendizaje, educación superior
Artículo recibido 06 enero 2025
Aceptado para publicación: 15 febrero 2025
pág. 6007
INTRODUCTION
The development of speaking skills in English as a Foreign Language (EFL) has long been a central focus
of research in the field of second language acquisition, as it is crucial for students' ability to effectively
communicate in real-world situations. Speaking not only involves the ability to convey ideas clearly but
also encompasses the mastery of complex elements such as pronunciation, fluency, and articulation. Among
the various facets of language acquisition, pronunciation has often been identified as a challenging area for
EFL learners. As such, pronunciation instruction has garnered considerable attention from linguists and
educators alike, leading to the development of various pedagogical approaches aimed at enhancing learners’
speaking proficiency. One such approach that has gained increasing prominence in recent years is the
Analytic Linguistic Approach. This approach focuses on the explicit teaching of pronunciation, providing
learners with in-depth knowledge of articulatory descriptions, phonetic symbols, stress patterns, and the
structural aspects of language. It contrasts with other more intuitive or imitative methods, emphasizing a
more analytical and explicit understanding of pronunciation and linguistic structures.
The Analytic Linguistic Approach has been a subject of considerable research in the context of
pronunciation teaching. Several studies have explored its effectiveness in improving learners’
pronunciation and overall speaking skills. For instance, Jam and Adibpour (2014) conducted an exploratory
study in Shahrekord, involving 24 female high school EFL students. This study aimed to compare the
efficacy of two different teaching approaches: the Analytic Linguistic Approach and the Intuitive-Imitative
Approach. In this study, Class A received instruction using the intuitive-imitative approach, focusing on
listening and imitation of consonant sounds. In contrast, Class B was taught using the Analytic Linguistic
Approach, which incorporated explicit instruction on articulation, phonetic symbols, and the underlying
mechanics of sound production. After one week, both classes were tested on their pronunciation of
instructed consonants. The findings of this study indicated that the Analytic Linguistic Approach was
particularly effective in helping students develop more accurate and precise pronunciation skills. This
outcome suggests that the Analytic Linguistic Approach may offer significant advantages in pronunciation
teaching compared to approaches that rely more heavily on imitation and memorization.
In a similar vein, Hashemian and Fadaei (2011) conducted a study comparing the Analytic Linguistic
Approach with the intuitive-imitative approach in the context of teaching pure vowels and diphthongs to
INTRODUCTION
The development of speaking skills in English as a Foreign Language (EFL) has long been a central focus
of research in the field of second language acquisition, as it is crucial for students' ability to effectively
communicate in real-world situations. Speaking not only involves the ability to convey ideas clearly but
also encompasses the mastery of complex elements such as pronunciation, fluency, and articulation. Among
the various facets of language acquisition, pronunciation has often been identified as a challenging area for
EFL learners. As such, pronunciation instruction has garnered considerable attention from linguists and
educators alike, leading to the development of various pedagogical approaches aimed at enhancing learners’
speaking proficiency. One such approach that has gained increasing prominence in recent years is the
Analytic Linguistic Approach. This approach focuses on the explicit teaching of pronunciation, providing
learners with in-depth knowledge of articulatory descriptions, phonetic symbols, stress patterns, and the
structural aspects of language. It contrasts with other more intuitive or imitative methods, emphasizing a
more analytical and explicit understanding of pronunciation and linguistic structures.
The Analytic Linguistic Approach has been a subject of considerable research in the context of
pronunciation teaching. Several studies have explored its effectiveness in improving learners’
pronunciation and overall speaking skills. For instance, Jam and Adibpour (2014) conducted an exploratory
study in Shahrekord, involving 24 female high school EFL students. This study aimed to compare the
efficacy of two different teaching approaches: the Analytic Linguistic Approach and the Intuitive-Imitative
Approach. In this study, Class A received instruction using the intuitive-imitative approach, focusing on
listening and imitation of consonant sounds. In contrast, Class B was taught using the Analytic Linguistic
Approach, which incorporated explicit instruction on articulation, phonetic symbols, and the underlying
mechanics of sound production. After one week, both classes were tested on their pronunciation of
instructed consonants. The findings of this study indicated that the Analytic Linguistic Approach was
particularly effective in helping students develop more accurate and precise pronunciation skills. This
outcome suggests that the Analytic Linguistic Approach may offer significant advantages in pronunciation
teaching compared to approaches that rely more heavily on imitation and memorization.
In a similar vein, Hashemian and Fadaei (2011) conducted a study comparing the Analytic Linguistic
Approach with the intuitive-imitative approach in the context of teaching pure vowels and diphthongs to
pág. 6008
Iranian EFL learners. The study involved 40 students, all of whom were at an A2 proficiency level, and it
sought to examine the impact of both approaches on students' pronunciation. Group A received instruction
using the Analytic Linguistic Approach, while Group B was taught using the intuitive-imitative method.
The results showed that although both approaches were effective, the Analytic Linguistic Approach resulted
in better outcomes in the pronunciation of pure vowels, whereas the intuitive-imitative approach led to more
significant improvements in the pronunciation of diphthongs. This study highlights the value of explicit,
rule-based instruction for certain aspects of pronunciation, particularly with regard to vowel sounds, while
also underscoring the need for more flexible teaching strategies when working with different types of
sounds.
Further exploring the impact of the Analytic Linguistic Approach on pronunciation, Roohani (2013)
conducted an experimental study focusing on the acquisition of non-Persian sounds among Iranian EFL
learners. This study included 50 learners aged 13 to 20 years old, and participants were randomly divided
into two groups: one group was taught using the Analytic Linguistic Approach, while the other group was
taught using the intuitive-imitative approach. The research revealed that the Analytic Linguistic Approach
was particularly beneficial for older learners (aged 17-20), leading to more substantial improvements in
their pronunciation. Conversely, younger learners (aged 13-16) demonstrated better progress with the
intuitive-imitative approach. These findings suggest that age and developmental factors may influence the
effectiveness of different pronunciation teaching strategies, thereby emphasizing the importance of
tailoring instructional methods to the specific needs of the learner population.
In addition to pronunciation, the broader impact of the Analytic Linguistic Approach on speaking skills has
been explored in relation to assessment practices. Aguilar (2020), in a qualitative study conducted in a
Colombian teacher education program, examined how in-service English teachers assess students’ speaking
abilities. Through classroom observations, interviews, and document analysis, Aguilar found that teachers
favored summative assessment methods to evaluate speaking skills and emphasized the importance of
providing constructive feedback to students. The study highlighted the need for flexibility in assessment,
considering factors such as pronunciation, vocabulary, and the organization of ideas. Aguilar’s findings
align with the idea that effective speaking instruction should be accompanied by appropriate assessment
techniques that acknowledge the diverse aspects of speaking proficiency. The Analytic Linguistic
Iranian EFL learners. The study involved 40 students, all of whom were at an A2 proficiency level, and it
sought to examine the impact of both approaches on students' pronunciation. Group A received instruction
using the Analytic Linguistic Approach, while Group B was taught using the intuitive-imitative method.
The results showed that although both approaches were effective, the Analytic Linguistic Approach resulted
in better outcomes in the pronunciation of pure vowels, whereas the intuitive-imitative approach led to more
significant improvements in the pronunciation of diphthongs. This study highlights the value of explicit,
rule-based instruction for certain aspects of pronunciation, particularly with regard to vowel sounds, while
also underscoring the need for more flexible teaching strategies when working with different types of
sounds.
Further exploring the impact of the Analytic Linguistic Approach on pronunciation, Roohani (2013)
conducted an experimental study focusing on the acquisition of non-Persian sounds among Iranian EFL
learners. This study included 50 learners aged 13 to 20 years old, and participants were randomly divided
into two groups: one group was taught using the Analytic Linguistic Approach, while the other group was
taught using the intuitive-imitative approach. The research revealed that the Analytic Linguistic Approach
was particularly beneficial for older learners (aged 17-20), leading to more substantial improvements in
their pronunciation. Conversely, younger learners (aged 13-16) demonstrated better progress with the
intuitive-imitative approach. These findings suggest that age and developmental factors may influence the
effectiveness of different pronunciation teaching strategies, thereby emphasizing the importance of
tailoring instructional methods to the specific needs of the learner population.
In addition to pronunciation, the broader impact of the Analytic Linguistic Approach on speaking skills has
been explored in relation to assessment practices. Aguilar (2020), in a qualitative study conducted in a
Colombian teacher education program, examined how in-service English teachers assess students’ speaking
abilities. Through classroom observations, interviews, and document analysis, Aguilar found that teachers
favored summative assessment methods to evaluate speaking skills and emphasized the importance of
providing constructive feedback to students. The study highlighted the need for flexibility in assessment,
considering factors such as pronunciation, vocabulary, and the organization of ideas. Aguilar’s findings
align with the idea that effective speaking instruction should be accompanied by appropriate assessment
techniques that acknowledge the diverse aspects of speaking proficiency. The Analytic Linguistic
pág. 6009
Approach, with its focus on explicit teaching of pronunciation and linguistic structures, may contribute
significantly to improving these various speaking sub-skills.
Moreover, Barrionuevo et al. (2020) conducted a quasi-experimental study to examine the impact of an
integrated task-based approach on the enhancement of speaking skills in EFL students. Their study involved
14 students and highlighted the benefits of incorporating task-based learning to improve speaking fluency
and accuracy. While their study did not specifically focus on the Analytic Linguistic Approach, the results
support the idea that structured and explicit learning activities, such as those offered by the Analytic
Linguistic Approach, can effectively enhance speaking skills. By integrating explicit instruction on
pronunciation and articulatory processes with communicative tasks, the Analytic Linguistic Approach may
offer a comprehensive solution to improving speaking proficiency in EFL learners.
This paper aims to contribute to the ongoing discourse on the effectiveness of the Analytic Linguistic
Approach by providing a comprehensive analysis of its impact on the development of speaking skills in
EFL students. Through a detailed exploration of various input materials such as phonetic transcriptions,
vowel charts, and vocabulary lists, the study will examine how explicit instruction on pronunciation and
linguistic structures can enhance learners’ speaking abilities. Additionally, this study will investigate the
relationship between the Analytic Linguistic Approach and the sub-skills of speaking, including
pronunciation accuracy, fluency, and the ability to convey ideas clearly and coherently. By synthesizing
previous research and conducting a thorough analysis of the approach’s application in the classroom, this
paper seeks to provide valuable insights into how explicit, analytical methods can contribute to improving
speaking skills in EFL contexts.
In sum, the Analytic Linguistic Approach presents a promising pedagogical framework for enhancing
speaking proficiency in EFL students, particularly with regard to pronunciation accuracy and the
development of a deeper understanding of linguistic structures. Through explicit instruction and the use of
targeted input materials, this approach offers a comprehensive way to address the challenges of
pronunciation and speaking skill development in foreign language learners. The results of this study aim to
further substantiate the effectiveness of this approach and provide practical recommendations for language
teachers seeking to improve their students' speaking abilities in English.
Approach, with its focus on explicit teaching of pronunciation and linguistic structures, may contribute
significantly to improving these various speaking sub-skills.
Moreover, Barrionuevo et al. (2020) conducted a quasi-experimental study to examine the impact of an
integrated task-based approach on the enhancement of speaking skills in EFL students. Their study involved
14 students and highlighted the benefits of incorporating task-based learning to improve speaking fluency
and accuracy. While their study did not specifically focus on the Analytic Linguistic Approach, the results
support the idea that structured and explicit learning activities, such as those offered by the Analytic
Linguistic Approach, can effectively enhance speaking skills. By integrating explicit instruction on
pronunciation and articulatory processes with communicative tasks, the Analytic Linguistic Approach may
offer a comprehensive solution to improving speaking proficiency in EFL learners.
This paper aims to contribute to the ongoing discourse on the effectiveness of the Analytic Linguistic
Approach by providing a comprehensive analysis of its impact on the development of speaking skills in
EFL students. Through a detailed exploration of various input materials such as phonetic transcriptions,
vowel charts, and vocabulary lists, the study will examine how explicit instruction on pronunciation and
linguistic structures can enhance learners’ speaking abilities. Additionally, this study will investigate the
relationship between the Analytic Linguistic Approach and the sub-skills of speaking, including
pronunciation accuracy, fluency, and the ability to convey ideas clearly and coherently. By synthesizing
previous research and conducting a thorough analysis of the approach’s application in the classroom, this
paper seeks to provide valuable insights into how explicit, analytical methods can contribute to improving
speaking skills in EFL contexts.
In sum, the Analytic Linguistic Approach presents a promising pedagogical framework for enhancing
speaking proficiency in EFL students, particularly with regard to pronunciation accuracy and the
development of a deeper understanding of linguistic structures. Through explicit instruction and the use of
targeted input materials, this approach offers a comprehensive way to address the challenges of
pronunciation and speaking skill development in foreign language learners. The results of this study aim to
further substantiate the effectiveness of this approach and provide practical recommendations for language
teachers seeking to improve their students' speaking abilities in English.
pág. 6010
METHODOLOGY
The creation of this research heavily relied on both technological tools and human resources. Various
technology tools, such as laptops and mobile phones, were used to complete the survey. Additionally,
human resources, including tutors and evaluators, were integral in validating the survey instrument. The
research participants were students from the Pedagogy of National and Foreign Language Program at the
Technical University of Ambato. In order to collect data, Google Forms was employed to distribute and
gather responses. This study utilized a quantitative research method, as it was essential to use a validated
survey that students completed based on their knowledge of the subject matter. The quantitative method
encompassed both numerical data representation with visual graphics and the validation of the survey
instrument. Moreover, Chi-Square analysis was applied to test both the null and alternative hypotheses. As
Smith & Hasan (2020) indicate, quantitative research is essential for statistically examining changes in the
data, thus allowing researchers to derive accurate and reliable conclusions. This approach was specifically
chosen to explore the connection between the Analytic Linguistic Approach and speaking skills, using data
analysis, description, and interpretation.
The field research method involves learning about and observing the activities, behaviors, and situations of
a specific group of people, which helps researchers gain a deeper understanding of the context in which
participants operate. According to Robey ( 2018) ,field research requires long-term observation of
participants' behaviors and their responses to various challenges. This type of research allows the researcher
to become actively involved in the participants’ activities in order to identify possible solutions to the
challenges encountered. By doing so, the researcher can offer more effective and flexible outcomes that
better meet the needs of the participants. Furthermore, this study involved bibliographic research as it drew
upon existing works to deepen the understanding of what is known and unknown about the topic under
investigation. This research relied on various academic articles, institutional publications, and sources
available in virtual libraries to collect relevant and trustworthy information. Leong & Austin (2023) argue
that bibliographic research includes works published by various authors, including personal materials and
institutional resources. For this study, the Technical University of Ambato’s internet library provided access
to publications by international authors who have written extensively about the Analytic Linguistic
Approach and its impact on language learning, particularly pronunciation skills. Additionally, the study
METHODOLOGY
The creation of this research heavily relied on both technological tools and human resources. Various
technology tools, such as laptops and mobile phones, were used to complete the survey. Additionally,
human resources, including tutors and evaluators, were integral in validating the survey instrument. The
research participants were students from the Pedagogy of National and Foreign Language Program at the
Technical University of Ambato. In order to collect data, Google Forms was employed to distribute and
gather responses. This study utilized a quantitative research method, as it was essential to use a validated
survey that students completed based on their knowledge of the subject matter. The quantitative method
encompassed both numerical data representation with visual graphics and the validation of the survey
instrument. Moreover, Chi-Square analysis was applied to test both the null and alternative hypotheses. As
Smith & Hasan (2020) indicate, quantitative research is essential for statistically examining changes in the
data, thus allowing researchers to derive accurate and reliable conclusions. This approach was specifically
chosen to explore the connection between the Analytic Linguistic Approach and speaking skills, using data
analysis, description, and interpretation.
The field research method involves learning about and observing the activities, behaviors, and situations of
a specific group of people, which helps researchers gain a deeper understanding of the context in which
participants operate. According to Robey ( 2018) ,field research requires long-term observation of
participants' behaviors and their responses to various challenges. This type of research allows the researcher
to become actively involved in the participants’ activities in order to identify possible solutions to the
challenges encountered. By doing so, the researcher can offer more effective and flexible outcomes that
better meet the needs of the participants. Furthermore, this study involved bibliographic research as it drew
upon existing works to deepen the understanding of what is known and unknown about the topic under
investigation. This research relied on various academic articles, institutional publications, and sources
available in virtual libraries to collect relevant and trustworthy information. Leong & Austin (2023) argue
that bibliographic research includes works published by various authors, including personal materials and
institutional resources. For this study, the Technical University of Ambato’s internet library provided access
to publications by international authors who have written extensively about the Analytic Linguistic
Approach and its impact on language learning, particularly pronunciation skills. Additionally, the study
pág. 6011
employed a descriptive research approach to examine and report on the students' accuracy and perspectives.
This method was ideal for analyzing student behavior in a real classroom environment, providing insights
into how students understood and responded to the variables in question. According to Gliner (2011),
descriptive research focuses on documenting "what" is being studied, rather than explaining "why" it
happens. By analyzing the data and summarizing its features, researchers gain a clearer understanding of
the subject at hand. This method allowed the researcher to describe how the Analytic Linguistic Approach
could be linked to speaking skills. The survey results provided valuable insights into whether the two
variables were indeed related, thus contributing to a deeper understanding of how language teaching
techniques can influence speaking abilities.
The primary technique used in this research was a validated survey. The instrument for data collection was
a structured questionnaire divided into two major sections. The first section dealt with the first variable, the
Analytic Linguistic Approach, which consisted of 10 questions that covered two key dimensions: input
materials used in the English lessons and the activities conducted during the lessons. The first dimension
focused on various input materials used to facilitate learning, such as short sentences, dialogues, phonetic
transcriptions of words, vocabulary lists, and vowel charts. The second dimension of the Analytic Linguistic
Approach addressed the types of activities applied in English lessons, such as listening imitation,
pronunciation drills, reading short stories aloud, listening comprehension, and minimal pair practice. The
second section of the questionnaire pertained to speaking skills, which was the second variable in this study.
This section also contained 10 questions, divided into four dimensions: grammar and vocabulary,
pronunciation, discourse management, and interactive communication. The first dimension, grammar and
vocabulary, referred to simple verb tenses, question formation, negotiations, and expressions of emotions
and feelings. The second dimension focused on pronunciation, addressing issues such as vowel and
consonant sounds and basic word stress. The third dimension, discourse management, examined students'
ability to manage conversations through turn-taking and the use of linking words. The final dimension,
interactive communication, considered students' abilit to exchange information, initiate conversations, and
end them appropriately. According Berends (2012), surveys are effective tools for collecting large amounts
of data, which can then be used to make informed decisions and draw significant conclusions. The Likert
scale was employed to quantify the responses and determine the percentage of each answer given by the
employed a descriptive research approach to examine and report on the students' accuracy and perspectives.
This method was ideal for analyzing student behavior in a real classroom environment, providing insights
into how students understood and responded to the variables in question. According to Gliner (2011),
descriptive research focuses on documenting "what" is being studied, rather than explaining "why" it
happens. By analyzing the data and summarizing its features, researchers gain a clearer understanding of
the subject at hand. This method allowed the researcher to describe how the Analytic Linguistic Approach
could be linked to speaking skills. The survey results provided valuable insights into whether the two
variables were indeed related, thus contributing to a deeper understanding of how language teaching
techniques can influence speaking abilities.
The primary technique used in this research was a validated survey. The instrument for data collection was
a structured questionnaire divided into two major sections. The first section dealt with the first variable, the
Analytic Linguistic Approach, which consisted of 10 questions that covered two key dimensions: input
materials used in the English lessons and the activities conducted during the lessons. The first dimension
focused on various input materials used to facilitate learning, such as short sentences, dialogues, phonetic
transcriptions of words, vocabulary lists, and vowel charts. The second dimension of the Analytic Linguistic
Approach addressed the types of activities applied in English lessons, such as listening imitation,
pronunciation drills, reading short stories aloud, listening comprehension, and minimal pair practice. The
second section of the questionnaire pertained to speaking skills, which was the second variable in this study.
This section also contained 10 questions, divided into four dimensions: grammar and vocabulary,
pronunciation, discourse management, and interactive communication. The first dimension, grammar and
vocabulary, referred to simple verb tenses, question formation, negotiations, and expressions of emotions
and feelings. The second dimension focused on pronunciation, addressing issues such as vowel and
consonant sounds and basic word stress. The third dimension, discourse management, examined students'
ability to manage conversations through turn-taking and the use of linking words. The final dimension,
interactive communication, considered students' abilit to exchange information, initiate conversations, and
end them appropriately. According Berends (2012), surveys are effective tools for collecting large amounts
of data, which can then be used to make informed decisions and draw significant conclusions. The Likert
scale was employed to quantify the responses and determine the percentage of each answer given by the
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students. After the development of the survey, it was reviewed and validated by four experts in the field,
who provided feedback and suggestions to refine the instrument. Once validated, the survey was distributed
to 67 students from the third semester of the Pedagogy of National and Foreign Language Program at the
Technical University of Ambato. The participants were between 18 and 23 years old. The reliability of the
survey instrument was confirmed through Cronbach’s alpha, which resulted in a value of 0.846, indicating
that the survey was reliable for use with this sample. Students used mobile phones and laptops to complete
the survey, which allowed for efficient data collection.
The data collection process involved presenting the survey to students via Google Forms. The participants,
67 students from the third, fourth, and fifth semesters of the Pedagogy of National and Foreign Languages
Program, were selected for their relevance to the research question. The researcher provided an introduction
to the study, explained the purpose of the survey, and answered any questions the students had before they
began filling out the questionnaire. After the students completed the survey, the data was gathered and
downloaded for analysis. To present the findings in a clear and accessible format, graphical representations
of the data were created. The null hypothesis of the study posited that there is no relationship between the
Analytic Linguistic Approach and speaking skills, while the alternative hypothesis suggested that a
relationship does exist between these two variables. The independent variable in this research was the
Analytic Linguistic Approach, while the dependent variable was speaking skills. By conducting this
research, the study sought to explore whether there was a statistically significant correlation between the
application of the Analytic Linguistic Approach and improvements in speaking proficiency, with the aim
of offering insights into effective language teaching methods.
RESULTS AND DISCUSSION
This section presents an in-depth analysis of the results gathered from the survey of 21 questions, which
was administered to 67 students enrolled in the Pedagogy of National and Foreign Languages program at
the Technical University of Ambato. The survey aimed to assess various factors related to the students'
speaking skills in English and their perception of the Analytic Linguistic Approach’s contribution to those
skills.
The survey results were analyzed to explore how students engage with different aspects of speaking skills,
including pronunciation, vocabulary use, sentence structure, and overall conversational strategies. The
students. After the development of the survey, it was reviewed and validated by four experts in the field,
who provided feedback and suggestions to refine the instrument. Once validated, the survey was distributed
to 67 students from the third semester of the Pedagogy of National and Foreign Language Program at the
Technical University of Ambato. The participants were between 18 and 23 years old. The reliability of the
survey instrument was confirmed through Cronbach’s alpha, which resulted in a value of 0.846, indicating
that the survey was reliable for use with this sample. Students used mobile phones and laptops to complete
the survey, which allowed for efficient data collection.
The data collection process involved presenting the survey to students via Google Forms. The participants,
67 students from the third, fourth, and fifth semesters of the Pedagogy of National and Foreign Languages
Program, were selected for their relevance to the research question. The researcher provided an introduction
to the study, explained the purpose of the survey, and answered any questions the students had before they
began filling out the questionnaire. After the students completed the survey, the data was gathered and
downloaded for analysis. To present the findings in a clear and accessible format, graphical representations
of the data were created. The null hypothesis of the study posited that there is no relationship between the
Analytic Linguistic Approach and speaking skills, while the alternative hypothesis suggested that a
relationship does exist between these two variables. The independent variable in this research was the
Analytic Linguistic Approach, while the dependent variable was speaking skills. By conducting this
research, the study sought to explore whether there was a statistically significant correlation between the
application of the Analytic Linguistic Approach and improvements in speaking proficiency, with the aim
of offering insights into effective language teaching methods.
RESULTS AND DISCUSSION
This section presents an in-depth analysis of the results gathered from the survey of 21 questions, which
was administered to 67 students enrolled in the Pedagogy of National and Foreign Languages program at
the Technical University of Ambato. The survey aimed to assess various factors related to the students'
speaking skills in English and their perception of the Analytic Linguistic Approach’s contribution to those
skills.
The survey results were analyzed to explore how students engage with different aspects of speaking skills,
including pronunciation, vocabulary use, sentence structure, and overall conversational strategies. The
pág. 6013
findings demonstrate both strengths and areas where students can further develop their language
proficiency.
The survey results indicate that the majority of students exhibit strong speaking skills, particularly in
pronunciation, vocabulary use, and the ability to manage conversations effectively. For instance, a large
proportion of students (74%) use auxiliary verbs "doesn’t" and "do" frequently or always when expressing
dislikes, indicating a solid understanding of grammar and sentence structure. Furthermore, 57% of the
students frequently use vocabulary to express emotions, reflecting their ability to communicate feelings in
English effectively. Additionally, a significant portion of the students (78%) report being able to articulate
individual sounds in English intelligibly, showcasing strong pronunciation skills.
Pronunciation, specifically regarding vowel and consonant sounds, is an area where most students perform
well. 78% of respondents report that they are able to articulate individual sounds clearly when expressing
their ideas. This high level of articulation allows students to communicate effectively, ensuring that their
ideas are understood by others.
Stress management in three-syllable verbs is another area where the students show a high level of
competence, with 73% of the respondents indicating that they are able to manage stress on three-syllable
verbs in their English speech often or sometimes. This ability is crucial in ensuring that words are
pronounced correctly in conversational speech, leading to clearer communication.
Regarding conversational dynamics, 39% of students use linkers frequently or sometimes to take the floor
during conversations. This shows that many students understand how to manage discourse in English,
keeping the flow of conversation smooth. Additionally, 66% of students reported using cohesive devices
to express agreements and disagreements, which indicates their ability to structure their thoughts logically
during discussions.
A notable finding is that 85% of students reported finding it easy to maintain conversations with their
classmates in English. This suggests that a majority of students are confident in their conversational
abilities, demonstrating fluency and ease during interactions. Similarly, 82% of students indicated that they
could negotiate ideas with minimal support, highlighting their ability to engage in spontaneous
conversations and negotiate outcomes.
findings demonstrate both strengths and areas where students can further develop their language
proficiency.
The survey results indicate that the majority of students exhibit strong speaking skills, particularly in
pronunciation, vocabulary use, and the ability to manage conversations effectively. For instance, a large
proportion of students (74%) use auxiliary verbs "doesn’t" and "do" frequently or always when expressing
dislikes, indicating a solid understanding of grammar and sentence structure. Furthermore, 57% of the
students frequently use vocabulary to express emotions, reflecting their ability to communicate feelings in
English effectively. Additionally, a significant portion of the students (78%) report being able to articulate
individual sounds in English intelligibly, showcasing strong pronunciation skills.
Pronunciation, specifically regarding vowel and consonant sounds, is an area where most students perform
well. 78% of respondents report that they are able to articulate individual sounds clearly when expressing
their ideas. This high level of articulation allows students to communicate effectively, ensuring that their
ideas are understood by others.
Stress management in three-syllable verbs is another area where the students show a high level of
competence, with 73% of the respondents indicating that they are able to manage stress on three-syllable
verbs in their English speech often or sometimes. This ability is crucial in ensuring that words are
pronounced correctly in conversational speech, leading to clearer communication.
Regarding conversational dynamics, 39% of students use linkers frequently or sometimes to take the floor
during conversations. This shows that many students understand how to manage discourse in English,
keeping the flow of conversation smooth. Additionally, 66% of students reported using cohesive devices
to express agreements and disagreements, which indicates their ability to structure their thoughts logically
during discussions.
A notable finding is that 85% of students reported finding it easy to maintain conversations with their
classmates in English. This suggests that a majority of students are confident in their conversational
abilities, demonstrating fluency and ease during interactions. Similarly, 82% of students indicated that they
could negotiate ideas with minimal support, highlighting their ability to engage in spontaneous
conversations and negotiate outcomes.