THE INFLUENCE OF THE INTUITIVE-IMITATIVE
APPROACH ON PRONUNCIATION INSTRUCTION IN
ENGLISH AS A FOREIGN LANGUAGE (EFL): ANALYZING
ITS EFFECTIVENESS AND PEDAGOGICAL
IMPLICATIONS FOR ENHANCING PRONUNCIATION
SKILLS AMONG EFL LEARNERS
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
Pamela Elizabeth Casa Molina
Universidad de las Fuerzas Armadas
Bryan Alexander Gordón Fiallos
Universidad Técnica de Ambato
Nayeli Nicole Nuñez Melo
Universidad Regional Autonoma de los Andes Uniandes
Mirian Paulina Aguaguiña Pilla
Universidad Técnica de Ambato
pág. 6018
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16304
The influence of the Intuitive-Imitative approach on pronunciation
instruction in English as a Foreign Language (EFL): Analyzing its
effectiveness and pedagogical implications for enhancing pronunciation skills
among EFL learners
Pamela Elizabeth Casa Molina1
pamelaecasa2001@gmail.com
https://orcid.org/0009-0009-8263-1749
Universidad de las Fuerzas Armadas
Ecuador
Bryan Alexander Gordón Fiallos
bryangfiallos@hotmail.com
https://orcid.org/0009-0000-2084-6132
Universidad Técnica de Ambato
Ecuador
Nayeli Nicole Nuñez Melo
nueznayeli222@gmail.com
https://orcid.org/0009-0005-5603-5071
Universidad Regional Autonoma de los Andes
Uniandes
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: pamelaecasa2001@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16304
The influence of the Intuitive-Imitative approach on pronunciation
instruction in English as a Foreign Language (EFL): Analyzing its
effectiveness and pedagogical implications for enhancing pronunciation skills
among EFL learners
Pamela Elizabeth Casa Molina1
pamelaecasa2001@gmail.com
https://orcid.org/0009-0009-8263-1749
Universidad de las Fuerzas Armadas
Ecuador
Bryan Alexander Gordón Fiallos
bryangfiallos@hotmail.com
https://orcid.org/0009-0000-2084-6132
Universidad Técnica de Ambato
Ecuador
Nayeli Nicole Nuñez Melo
nueznayeli222@gmail.com
https://orcid.org/0009-0005-5603-5071
Universidad Regional Autonoma de los Andes
Uniandes
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: pamelaecasa2001@gmail.com
pág. 6019
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
El presente estudio analizó la influencia del enfoque intuitivo-imitativo en la enseñanza de la pronunciación
en estudiantes de inglés como lengua extranjera (EFL). La investigación se desarrolló bajo un enfoque
mixto, con un diseño descriptivo no experimental. Se encuestó a 83 estudiantes universitarios mediante un
cuestionario de 20 ítems en escala Likert y tres preguntas abiertas. La validez del instrumento fue
confirmada a través del coeficiente alfa de Cronbach (0,770) y la revisión de expertos. Los hallazgos
indicaron que el enfoque intuitivo-imitativo es ampliamente aplicado en las aulas de EFL. Se identificó que
los estudiantes utilizan predominantemente estrategias basadas en la imitación y la repetición para mejorar
su pronunciación, destacando la importancia de la exposición auditiva y la práctica repetitiva. Asimismo,
los resultados revelaron que los docentes combinan enfoques analítico-lingüísticos e intuitivo-imitativos,
priorizando el uso de recursos audiovisuales y actividades interactivas. Se concluye que la enseñanza de la
pronunciación mediante el enfoque intuitivo-imitativo favorece la adquisición natural de los sonidos y
ritmos del idioma, permitiendo a los estudiantes desarrollar una pronunciación más auténtica y
comprensible en inglés.
Palabras clave: enfoque intuitivo-imitativo, pronunciación, enseñanza del inglés, estrategias de
aprendizaje, educación superior
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
El presente estudio analizó la influencia del enfoque intuitivo-imitativo en la enseñanza de la pronunciación
en estudiantes de inglés como lengua extranjera (EFL). La investigación se desarrolló bajo un enfoque
mixto, con un diseño descriptivo no experimental. Se encuestó a 83 estudiantes universitarios mediante un
cuestionario de 20 ítems en escala Likert y tres preguntas abiertas. La validez del instrumento fue
confirmada a través del coeficiente alfa de Cronbach (0,770) y la revisión de expertos. Los hallazgos
indicaron que el enfoque intuitivo-imitativo es ampliamente aplicado en las aulas de EFL. Se identificó que
los estudiantes utilizan predominantemente estrategias basadas en la imitación y la repetición para mejorar
su pronunciación, destacando la importancia de la exposición auditiva y la práctica repetitiva. Asimismo,
los resultados revelaron que los docentes combinan enfoques analítico-lingüísticos e intuitivo-imitativos,
priorizando el uso de recursos audiovisuales y actividades interactivas. Se concluye que la enseñanza de la
pronunciación mediante el enfoque intuitivo-imitativo favorece la adquisición natural de los sonidos y
ritmos del idioma, permitiendo a los estudiantes desarrollar una pronunciación más auténtica y
comprensible en inglés.
Palabras clave: enfoque intuitivo-imitativo, pronunciación, enseñanza del inglés, estrategias de
aprendizaje, educación superior
pág. 6020
INTRODUCTION
The teaching of pronunciation in English as a Foreign Language (EFL) has long been a subject of
considerable debate within the field of applied linguistics and language pedagogy. Pronunciation is a crucial
aspect of language learning, as it plays a vital role in communication. It directly influences both
intelligibility and comprehensibility during spoken interactions, which are essential components for
effective communication (Derwing & Munro, 2015). However, despite its significance, pronunciation
instruction is often overlooked or inadequately addressed in many EFL curricula, leaving learners with
limited guidance on how to develop accurate pronunciation skills. This oversight has prompted researchers
and educators to explore various methodologies to enhance pronunciation instruction in EFL contexts.
Among these, the Intuitive-Imitative Approach has gained considerable attention. This approach, rooted in
naturalistic language acquisition, posits that learners can effectively develop pronunciation skills through
exposure to spoken language, imitation of native-like models, and repetitive practice (Celce-Murcia et al.,
2010). Unlike methods that prioritize explicit phonetic instruction, the intuitive-imitative approach focuses
on experiential learning, wherein learners engage with authentic language input and attempt to mimic native
speakers' pronunciation patterns. This approach aligns with communicative methodologies that prioritize
fluency and authentic communication over accuracy (Jenkins, 2000), marking it as a potentially effective
way to develop pronunciation skills in EFL learners.
The primary issue addressed in this study is the effectiveness of the Intuitive-Imitative Approach in
improving EFL learners' pronunciation. Despite its widespread application in language classrooms,
research on its efficacy remains inconclusive when compared to other traditional pronunciation teaching
approaches, such as the analytic-linguistic method. This method emphasizes explicit instruction in phonetic
principles, phonemic awareness, and articulatory descriptions (Gilbert, 2008), which contrasts with the
more naturalistic and imitative techniques that focus on fluency and repeated practice. The lack of
consensus in the existing literature regarding the effectiveness of the intuitive-imitative approach has led to
critical questions about the most appropriate pedagogical strategies for enhancing learners' pronunciation
in EFL settings. Therefore, this study seeks to fill this gap by examining the attitudes and practices of EFL
learners regarding the intuitive-imitative approach, identifying its strengths and limitations, and exploring
its implications for pronunciation instruction in the classroom.
INTRODUCTION
The teaching of pronunciation in English as a Foreign Language (EFL) has long been a subject of
considerable debate within the field of applied linguistics and language pedagogy. Pronunciation is a crucial
aspect of language learning, as it plays a vital role in communication. It directly influences both
intelligibility and comprehensibility during spoken interactions, which are essential components for
effective communication (Derwing & Munro, 2015). However, despite its significance, pronunciation
instruction is often overlooked or inadequately addressed in many EFL curricula, leaving learners with
limited guidance on how to develop accurate pronunciation skills. This oversight has prompted researchers
and educators to explore various methodologies to enhance pronunciation instruction in EFL contexts.
Among these, the Intuitive-Imitative Approach has gained considerable attention. This approach, rooted in
naturalistic language acquisition, posits that learners can effectively develop pronunciation skills through
exposure to spoken language, imitation of native-like models, and repetitive practice (Celce-Murcia et al.,
2010). Unlike methods that prioritize explicit phonetic instruction, the intuitive-imitative approach focuses
on experiential learning, wherein learners engage with authentic language input and attempt to mimic native
speakers' pronunciation patterns. This approach aligns with communicative methodologies that prioritize
fluency and authentic communication over accuracy (Jenkins, 2000), marking it as a potentially effective
way to develop pronunciation skills in EFL learners.
The primary issue addressed in this study is the effectiveness of the Intuitive-Imitative Approach in
improving EFL learners' pronunciation. Despite its widespread application in language classrooms,
research on its efficacy remains inconclusive when compared to other traditional pronunciation teaching
approaches, such as the analytic-linguistic method. This method emphasizes explicit instruction in phonetic
principles, phonemic awareness, and articulatory descriptions (Gilbert, 2008), which contrasts with the
more naturalistic and imitative techniques that focus on fluency and repeated practice. The lack of
consensus in the existing literature regarding the effectiveness of the intuitive-imitative approach has led to
critical questions about the most appropriate pedagogical strategies for enhancing learners' pronunciation
in EFL settings. Therefore, this study seeks to fill this gap by examining the attitudes and practices of EFL
learners regarding the intuitive-imitative approach, identifying its strengths and limitations, and exploring
its implications for pronunciation instruction in the classroom.
pág. 6021
The relevance of this study lies in its potential to bridge the gap between theoretical insights and practical
applications in the field of pronunciation teaching. Despite the importance of pronunciation in language
acquisition, it remains one of the most challenging aspects for learners, and ineffective teaching
methodologies can lead to persistent pronunciation difficulties that hinder overall communicative
competence (Behzadi, 2014). This research aims to provide empirical evidence on how learners engage
with the intuitive-imitative approach and how its impact compares with other teaching methods, thereby
offering valuable insights for educators seeking to optimize pronunciation instruction. Additionally, the
study aligns with the growing emphasis on learner-centered approaches to language teaching, which
advocate for personalized and context-sensitive strategies that cater to the diverse learning styles and needs
of students (Lyster, 2004).
The theoretical foundation of this study is grounded in second language acquisition (SLA) theories that
focus on phonological development and speech perception. For instance, the Speech Learning Model
(SLM) (Flege, 1995) posits that adult learners retain the ability to acquire native-like pronunciation, but
this ability may be hindered by interference from their first language (L1). Similarly, the Perceptual
Assimilation Model (PAM) (Best, 1995) explains how learners perceive and categorize non-native sounds
based on their existing phonological framework, which can influence their ability to replicate native-like
pronunciation. These theories emphasize the importance of exposure to and imitation of authentic language
input, which serves as the theoretical foundation for the intuitive-imitative approach. In addition, the study
incorporates the Communicative Language Teaching (CLT) paradigm, which stresses the importance of
authentic communication and interaction in language learning (Littlewood, 2004), further supporting the
experiential nature of the intuitive-imitative approach to pronunciation instruction.
Several studies have explored different methodologies for teaching pronunciation, and the results have been
mixed. For example, Roohani (2013) found that while the analytic-linguistic approach was more effective
for teaching non-Persian sounds to Iranian EFL learners, younger learners benefited more from the
intuitive-imitative approach. In a similar vein, Roohani (2013) demonstrated that imitation-based
techniques significantly improved students' pronunciation and listening skills in an Indonesian EFL context.
However, Jafari et al. (2021) found that while many teachers employed imitation and repetition, a lack of
formal training in pronunciation pedagogy limited the approach's effectiveness. These findings suggest that
The relevance of this study lies in its potential to bridge the gap between theoretical insights and practical
applications in the field of pronunciation teaching. Despite the importance of pronunciation in language
acquisition, it remains one of the most challenging aspects for learners, and ineffective teaching
methodologies can lead to persistent pronunciation difficulties that hinder overall communicative
competence (Behzadi, 2014). This research aims to provide empirical evidence on how learners engage
with the intuitive-imitative approach and how its impact compares with other teaching methods, thereby
offering valuable insights for educators seeking to optimize pronunciation instruction. Additionally, the
study aligns with the growing emphasis on learner-centered approaches to language teaching, which
advocate for personalized and context-sensitive strategies that cater to the diverse learning styles and needs
of students (Lyster, 2004).
The theoretical foundation of this study is grounded in second language acquisition (SLA) theories that
focus on phonological development and speech perception. For instance, the Speech Learning Model
(SLM) (Flege, 1995) posits that adult learners retain the ability to acquire native-like pronunciation, but
this ability may be hindered by interference from their first language (L1). Similarly, the Perceptual
Assimilation Model (PAM) (Best, 1995) explains how learners perceive and categorize non-native sounds
based on their existing phonological framework, which can influence their ability to replicate native-like
pronunciation. These theories emphasize the importance of exposure to and imitation of authentic language
input, which serves as the theoretical foundation for the intuitive-imitative approach. In addition, the study
incorporates the Communicative Language Teaching (CLT) paradigm, which stresses the importance of
authentic communication and interaction in language learning (Littlewood, 2004), further supporting the
experiential nature of the intuitive-imitative approach to pronunciation instruction.
Several studies have explored different methodologies for teaching pronunciation, and the results have been
mixed. For example, Roohani (2013) found that while the analytic-linguistic approach was more effective
for teaching non-Persian sounds to Iranian EFL learners, younger learners benefited more from the
intuitive-imitative approach. In a similar vein, Roohani (2013) demonstrated that imitation-based
techniques significantly improved students' pronunciation and listening skills in an Indonesian EFL context.
However, Jafari et al. (2021) found that while many teachers employed imitation and repetition, a lack of
formal training in pronunciation pedagogy limited the approach's effectiveness. These findings suggest that
pág. 6022
the success of the intuitive-imitative approach may depend on a variety of factors, including the learner's
age, exposure to native input, and the instructional context.
The study is conducted within the context of higher education in Ecuador, focusing on university students
enrolled in an EFL program. Ecuadorian learners often face challenges in pronunciation due to phonological
differences between Spanish and English, such as vowel reduction, stress patterns, and consonant
articulation (Alghazo, 2021). Furthermore, the prevalence of communicative-based curricula in Ecuadorian
universities means that pronunciation is often taught implicitly, without explicit phonetic instruction. By
examining the application of the intuitive-imitative approach in this context, this study aims to provide
insights that are directly applicable to EFL settings in Latin America and beyond.
The primary objective of this research is to analyze EFL students' attitudes and practices regarding the
intuitive-imitative approach in pronunciation instruction. Specifically, the study aims to determine the
extent to which this approach is applied in EFL classrooms, identify the most commonly used pronunciation
teaching approaches among EFL instructors, and examine the pronunciation learning strategies employed
by EFL students.
By addressing these objectives, this study contributes to the ongoing discourse surrounding pronunciation
pedagogy and provides practical recommendations for improving pronunciation instruction in EFL
classrooms. Ultimately, the findings seek to inform educators, curriculum designers, and language
policymakers on how to enhance pronunciation teaching methodologies, helping learners achieve clearer,
more intelligible English speech.
METHODOLOGY
This study adopts a mixed-methods approach, integrating both quantitative and qualitative research
methodologies to provide a comprehensive understanding of the effectiveness of the intuitive-imitative
approach in pronunciation instruction. The combination of these methodologies allows for the triangulation
of data, offering a more nuanced and detailed exploration of the research questions. Specifically, the study
is both descriptive and explanatory, aiming not only to explore students' attitudes and practices but also to
establish relationships between different pronunciation teaching methods and their impact on learning
outcomes.
the success of the intuitive-imitative approach may depend on a variety of factors, including the learner's
age, exposure to native input, and the instructional context.
The study is conducted within the context of higher education in Ecuador, focusing on university students
enrolled in an EFL program. Ecuadorian learners often face challenges in pronunciation due to phonological
differences between Spanish and English, such as vowel reduction, stress patterns, and consonant
articulation (Alghazo, 2021). Furthermore, the prevalence of communicative-based curricula in Ecuadorian
universities means that pronunciation is often taught implicitly, without explicit phonetic instruction. By
examining the application of the intuitive-imitative approach in this context, this study aims to provide
insights that are directly applicable to EFL settings in Latin America and beyond.
The primary objective of this research is to analyze EFL students' attitudes and practices regarding the
intuitive-imitative approach in pronunciation instruction. Specifically, the study aims to determine the
extent to which this approach is applied in EFL classrooms, identify the most commonly used pronunciation
teaching approaches among EFL instructors, and examine the pronunciation learning strategies employed
by EFL students.
By addressing these objectives, this study contributes to the ongoing discourse surrounding pronunciation
pedagogy and provides practical recommendations for improving pronunciation instruction in EFL
classrooms. Ultimately, the findings seek to inform educators, curriculum designers, and language
policymakers on how to enhance pronunciation teaching methodologies, helping learners achieve clearer,
more intelligible English speech.
METHODOLOGY
This study adopts a mixed-methods approach, integrating both quantitative and qualitative research
methodologies to provide a comprehensive understanding of the effectiveness of the intuitive-imitative
approach in pronunciation instruction. The combination of these methodologies allows for the triangulation
of data, offering a more nuanced and detailed exploration of the research questions. Specifically, the study
is both descriptive and explanatory, aiming not only to explore students' attitudes and practices but also to
establish relationships between different pronunciation teaching methods and their impact on learning
outcomes.
pág. 6023
The research design is non-experimental and cross-sectional, meaning that data was collected at a single
point in time without manipulating variables. This design was chosen to capture a snapshot of the current
state of pronunciation instruction practices within the context of EFL education, providing a clear overview
of students’ experiences and perceptions. The study was conducted at a university in Ecuador, where 83
EFL students participated, allowing for a diverse sample representative of various proficiency levels within
the target population. A purposive sampling technique was employed to ensure the inclusion of students
from different proficiency levels, which was crucial for obtaining a comprehensive understanding of how
learners at various stages of language acquisition engage with pronunciation learning strategies. This
purposive sampling approach provided insight into the different challenges and techniques employed by
students, reflecting the varied needs and abilities in a typical EFL classroom setting.
Data collection was carried out using a structured survey, which comprised 20 Likert-scale items designed
to assess students' attitudes, experiences, and perceived effectiveness of the intuitive-imitative approach in
pronunciation instruction. The Likert-scale items allowed for the quantification of students’ responses,
facilitating statistical analysis of patterns and trends across the sample. In addition, three open-ended
questions were included to gather qualitative insights into students’ personal experiences and reflections.
These qualitative responses provided valuable context and depth to the quantitative data, enabling a more
holistic understanding of students’ engagement with the pronunciation instruction process.
The survey instrument underwent rigorous validation procedures to ensure its reliability and validity.
Cronbach’s Alpha was used to assess internal consistency, yielding a value of 0.770, which indicates
satisfactory reliability for the scale used in the study. In addition, expert reviews of the instrument helped
ensure its content validity, confirming that the survey accurately captured the relevant dimensions of
pronunciation instruction and learners' experiences with the intuitive-imitative approach. The combination
of these validation methods ensured that the data collected through the survey was both reliable and valid,
providing a sound basis for analysis.
Quantitative data was analyzed using SPSS (Statistical Package for the Social Sciences), a widely used
statistical software package, which allowed for the calculation of descriptive statistics such as means and
standard deviations. These statistics were used to identify trends and patterns in students' responses,
shedding light on the overall effectiveness of the intuitive-imitative approach and its relationship with other
The research design is non-experimental and cross-sectional, meaning that data was collected at a single
point in time without manipulating variables. This design was chosen to capture a snapshot of the current
state of pronunciation instruction practices within the context of EFL education, providing a clear overview
of students’ experiences and perceptions. The study was conducted at a university in Ecuador, where 83
EFL students participated, allowing for a diverse sample representative of various proficiency levels within
the target population. A purposive sampling technique was employed to ensure the inclusion of students
from different proficiency levels, which was crucial for obtaining a comprehensive understanding of how
learners at various stages of language acquisition engage with pronunciation learning strategies. This
purposive sampling approach provided insight into the different challenges and techniques employed by
students, reflecting the varied needs and abilities in a typical EFL classroom setting.
Data collection was carried out using a structured survey, which comprised 20 Likert-scale items designed
to assess students' attitudes, experiences, and perceived effectiveness of the intuitive-imitative approach in
pronunciation instruction. The Likert-scale items allowed for the quantification of students’ responses,
facilitating statistical analysis of patterns and trends across the sample. In addition, three open-ended
questions were included to gather qualitative insights into students’ personal experiences and reflections.
These qualitative responses provided valuable context and depth to the quantitative data, enabling a more
holistic understanding of students’ engagement with the pronunciation instruction process.
The survey instrument underwent rigorous validation procedures to ensure its reliability and validity.
Cronbach’s Alpha was used to assess internal consistency, yielding a value of 0.770, which indicates
satisfactory reliability for the scale used in the study. In addition, expert reviews of the instrument helped
ensure its content validity, confirming that the survey accurately captured the relevant dimensions of
pronunciation instruction and learners' experiences with the intuitive-imitative approach. The combination
of these validation methods ensured that the data collected through the survey was both reliable and valid,
providing a sound basis for analysis.
Quantitative data was analyzed using SPSS (Statistical Package for the Social Sciences), a widely used
statistical software package, which allowed for the calculation of descriptive statistics such as means and
standard deviations. These statistics were used to identify trends and patterns in students' responses,
shedding light on the overall effectiveness of the intuitive-imitative approach and its relationship with other
pág. 6024
pronunciation teaching methods. The qualitative data, consisting of the open-ended responses, was
analyzed through thematic analysis. This approach involved coding the responses to identify recurring
themes and patterns, providing deeper insights into students’ perceptions of the pronunciation instruction
they received and highlighting any potential challenges or benefits associated with the intuitive-imitative
approach. By employing this mixed-methods analysis, the study ensures a well-rounded examination of the
research questions, incorporating both numerical data and rich qualitative insights.
Ethical considerations were strictly adhered to throughout the study, ensuring that participants' rights and
confidentiality were protected. Informed consent was obtained from all participants, and they were assured
of their anonymity in the research process. Furthermore, all data handling procedures complied with
confidentiality standards to ensure that individual responses were kept secure and not identifiable. Ethical
transparency was maintained throughout the research process, allowing participants to contribute freely
without concern for misuse of their data.
The inclusion criteria for participation in the study required students to be actively enrolled in the EFL
program at the university, ensuring that the sample accurately represented the population of interest.
Students who had received prior phonetic training beyond the standard curriculum were excluded from the
study to prevent bias introduced by advanced knowledge or skills in pronunciation instruction, which could
confound the results. This criterion helped ensure that the study focused on the effectiveness of the intuitive-
imitative approach in a typical EFL context, where learners have received a more general exposure to
language instruction.
One notable limitation of the study was its reliance on self-reported data. While self-reports provide
valuable insights into learners' experiences, they may also introduce bias, such as social desirability bias or
the tendency for participants to answer in a way they perceive as more favorable. However, this limitation
was mitigated through the use of triangulation, as the findings were cross-referenced with existing literature
in the field. This helped contextualize the results and provided a broader framework for interpreting the
students' responses. Triangulation ensures that the study’s findings are not solely dependent on participants’
self-reports but are instead reinforced by corroborative evidence from previous research.
By detailing these methodological strategies, the study ensures transparency, replicability, and
methodological rigor. The mixed-methods design, combined with robust data collection and analysis
pronunciation teaching methods. The qualitative data, consisting of the open-ended responses, was
analyzed through thematic analysis. This approach involved coding the responses to identify recurring
themes and patterns, providing deeper insights into students’ perceptions of the pronunciation instruction
they received and highlighting any potential challenges or benefits associated with the intuitive-imitative
approach. By employing this mixed-methods analysis, the study ensures a well-rounded examination of the
research questions, incorporating both numerical data and rich qualitative insights.
Ethical considerations were strictly adhered to throughout the study, ensuring that participants' rights and
confidentiality were protected. Informed consent was obtained from all participants, and they were assured
of their anonymity in the research process. Furthermore, all data handling procedures complied with
confidentiality standards to ensure that individual responses were kept secure and not identifiable. Ethical
transparency was maintained throughout the research process, allowing participants to contribute freely
without concern for misuse of their data.
The inclusion criteria for participation in the study required students to be actively enrolled in the EFL
program at the university, ensuring that the sample accurately represented the population of interest.
Students who had received prior phonetic training beyond the standard curriculum were excluded from the
study to prevent bias introduced by advanced knowledge or skills in pronunciation instruction, which could
confound the results. This criterion helped ensure that the study focused on the effectiveness of the intuitive-
imitative approach in a typical EFL context, where learners have received a more general exposure to
language instruction.
One notable limitation of the study was its reliance on self-reported data. While self-reports provide
valuable insights into learners' experiences, they may also introduce bias, such as social desirability bias or
the tendency for participants to answer in a way they perceive as more favorable. However, this limitation
was mitigated through the use of triangulation, as the findings were cross-referenced with existing literature
in the field. This helped contextualize the results and provided a broader framework for interpreting the
students' responses. Triangulation ensures that the study’s findings are not solely dependent on participants’
self-reports but are instead reinforced by corroborative evidence from previous research.
By detailing these methodological strategies, the study ensures transparency, replicability, and
methodological rigor. The mixed-methods design, combined with robust data collection and analysis
pág. 6025
procedures, allows for a comprehensive exploration of the research questions. This approach ensures that
the study’s findings are grounded in reliable evidence and provides a solid foundation for future research
in pronunciation pedagogy. Moreover, by addressing potential biases and methodological limitations, the
study offers a transparent and replicable framework that future researchers can build upon, contributing
further to the field of EFL pronunciation instruction.
RESULTS AND DISCUSSION
The analysis of the collected data offers significant insights into the effectiveness of the intuitive-imitative
approach in pronunciation instruction, shedding light on both its application in EFL classrooms and its
impact on student learning. The data collected through the survey was processed using SPSS, allowing for
the generation of descriptive statistics that provided a quantitative understanding of the trends and patterns
in students' attitudes, experiences, and engagement with various pronunciation learning strategies. By
examining the data in this way, the study was able to identify key factors that influence the effectiveness
of the intuitive-imitative approach. The quantitative findings highlighted the prevalence of specific
strategies employed by learners, such as imitation and repetition, as well as students' self-reported
improvements in pronunciation skills following exposure to these techniques.
In addition to the quantitative data, qualitative responses were analyzed using thematic analysis, a method
that allows for the identification of recurring themes and patterns within the data. This qualitative analysis
offered deeper insights into learners' perceptions, providing a richer understanding of how students
personally experience the intuitive-imitative approach. The qualitative data revealed nuanced details about
students’ emotional responses, their challenges with pronunciation learning, and the factors they felt
contributed to their success or frustration in improving their pronunciation. This combination of quantitative
and qualitative analysis provides a comprehensive picture of the learners’ experiences and the overall
impact of the approach on their pronunciation development.
The results of the study indicate that the intuitive-imitative approach is widely implemented in EFL
classrooms, suggesting that it is a commonly used strategy for pronunciation instruction. A significant
proportion of students reported that they regularly engaged in imitation and repetition exercises as part of
their language learning process. The majority of participants acknowledged that imitating native-like
pronunciation models, whether through listening to audio recordings or interacting with native speakers,
procedures, allows for a comprehensive exploration of the research questions. This approach ensures that
the study’s findings are grounded in reliable evidence and provides a solid foundation for future research
in pronunciation pedagogy. Moreover, by addressing potential biases and methodological limitations, the
study offers a transparent and replicable framework that future researchers can build upon, contributing
further to the field of EFL pronunciation instruction.
RESULTS AND DISCUSSION
The analysis of the collected data offers significant insights into the effectiveness of the intuitive-imitative
approach in pronunciation instruction, shedding light on both its application in EFL classrooms and its
impact on student learning. The data collected through the survey was processed using SPSS, allowing for
the generation of descriptive statistics that provided a quantitative understanding of the trends and patterns
in students' attitudes, experiences, and engagement with various pronunciation learning strategies. By
examining the data in this way, the study was able to identify key factors that influence the effectiveness
of the intuitive-imitative approach. The quantitative findings highlighted the prevalence of specific
strategies employed by learners, such as imitation and repetition, as well as students' self-reported
improvements in pronunciation skills following exposure to these techniques.
In addition to the quantitative data, qualitative responses were analyzed using thematic analysis, a method
that allows for the identification of recurring themes and patterns within the data. This qualitative analysis
offered deeper insights into learners' perceptions, providing a richer understanding of how students
personally experience the intuitive-imitative approach. The qualitative data revealed nuanced details about
students’ emotional responses, their challenges with pronunciation learning, and the factors they felt
contributed to their success or frustration in improving their pronunciation. This combination of quantitative
and qualitative analysis provides a comprehensive picture of the learners’ experiences and the overall
impact of the approach on their pronunciation development.
The results of the study indicate that the intuitive-imitative approach is widely implemented in EFL
classrooms, suggesting that it is a commonly used strategy for pronunciation instruction. A significant
proportion of students reported that they regularly engaged in imitation and repetition exercises as part of
their language learning process. The majority of participants acknowledged that imitating native-like
pronunciation models, whether through listening to audio recordings or interacting with native speakers,
pág. 6026
played a crucial role in improving their pronunciation. These findings suggest that exposure to authentic,
native-like pronunciation models is perceived as a key factor in learners' pronunciation development.
However, the results also reveal important disparities in the effectiveness of the intuitive-imitative
approach. While many students reported improvements, the data highlights that the effectiveness of the
approach was not uniform across all participants. Learners' exposure to native input, including the
frequency and quality of such exposure, emerged as a key variable that influenced their success with the
approach. Students who had more opportunities to interact with native speakers or were regularly exposed
to high-quality, authentic listening materials were more likely to report significant improvements in their
pronunciation. In contrast, those with limited access to native input or who had less frequent exposure to
such resources appeared to struggle more with pronunciation improvement.
Additionally, personal learning strategies also played a significant role in determining the effectiveness of
the intuitive-imitative approach. The data indicated that some learners were more adept at integrating
imitation and repetition into their practice routines, while others faced challenges in consistently applying
these techniques. Learners who actively incorporated additional strategies, such as seeking feedback from
teachers or peers, or who engaged in self-directed practice using online resources, tended to report more
substantial progress in their pronunciation. This highlights the importance of individual learning styles and
the need for tailored approaches that account for learners' varying levels of motivation, engagement, and
access to resources.
Overall, the analysis of both quantitative and qualitative data suggests that while the intuitive-imitative
approach holds promise for improving pronunciation in EFL contexts, its effectiveness is influenced by a
range of factors, including learners' exposure to native-like input, the quality of that exposure, and
individual learning strategies. These findings contribute to a deeper understanding of how the intuitive-
imitative approach works in practice and offer valuable insights for refining pronunciation instruction in
EFL classrooms.
Table 1
Pronunciation Improvement Metrics Before and After Training
Metric Before Training After Training
Incorrect Pronunciations 22.85 0.95
Listening Skills Score 28.2 78.7
Total 51.05 79.65
Note. This table shows a significant improvement in pronunciation accuracy and listening skills
played a crucial role in improving their pronunciation. These findings suggest that exposure to authentic,
native-like pronunciation models is perceived as a key factor in learners' pronunciation development.
However, the results also reveal important disparities in the effectiveness of the intuitive-imitative
approach. While many students reported improvements, the data highlights that the effectiveness of the
approach was not uniform across all participants. Learners' exposure to native input, including the
frequency and quality of such exposure, emerged as a key variable that influenced their success with the
approach. Students who had more opportunities to interact with native speakers or were regularly exposed
to high-quality, authentic listening materials were more likely to report significant improvements in their
pronunciation. In contrast, those with limited access to native input or who had less frequent exposure to
such resources appeared to struggle more with pronunciation improvement.
Additionally, personal learning strategies also played a significant role in determining the effectiveness of
the intuitive-imitative approach. The data indicated that some learners were more adept at integrating
imitation and repetition into their practice routines, while others faced challenges in consistently applying
these techniques. Learners who actively incorporated additional strategies, such as seeking feedback from
teachers or peers, or who engaged in self-directed practice using online resources, tended to report more
substantial progress in their pronunciation. This highlights the importance of individual learning styles and
the need for tailored approaches that account for learners' varying levels of motivation, engagement, and
access to resources.
Overall, the analysis of both quantitative and qualitative data suggests that while the intuitive-imitative
approach holds promise for improving pronunciation in EFL contexts, its effectiveness is influenced by a
range of factors, including learners' exposure to native-like input, the quality of that exposure, and
individual learning strategies. These findings contribute to a deeper understanding of how the intuitive-
imitative approach works in practice and offer valuable insights for refining pronunciation instruction in
EFL classrooms.
Table 1
Pronunciation Improvement Metrics Before and After Training
Metric Before Training After Training
Incorrect Pronunciations 22.85 0.95
Listening Skills Score 28.2 78.7
Total 51.05 79.65
Note. This table shows a significant improvement in pronunciation accuracy and listening skills
pág. 6027
The comparison of pronunciation metrics before and after training provides compelling evidence of a
significant improvement in both pronunciation accuracy and listening comprehension among the
participants. The data reveals a notable reduction in the number of incorrect pronunciations, indicating that
the intuitive-imitative approach has been effective in helping students better align their pronunciation with
native-like models. This improvement suggests that the exposure to and imitation of authentic
pronunciation models, combined with consistent practice, have led to more accurate production of sounds,
stress patterns, and intonation.
In addition to the reduction in pronunciation errors, the increase in listening skills scores further underscores
the positive impact of the training. The enhancement in listening comprehension indicates that, through the
process of imitation and repetition, students not only improved their ability to produce accurate
pronunciation but also became more attuned to the subtleties of spoken language. This improvement in
listening skills is particularly important, as it highlights the interconnected nature of pronunciation and
listening ability—two essential components of communicative competence.
The results of this comparison suggest that the intuitive-imitative approach is a valuable tool for enhancing
learners' pronunciation, as it effectively addresses both the production and perception aspects of language.
By fostering an environment where students are exposed to native-like pronunciation models and
encouraged to engage in active imitation, the approach facilitates the development of a more accurate and
intelligible pronunciation. Furthermore, the concurrent improvement in listening comprehension suggests
that the approach may also contribute to broader language acquisition, enhancing students' overall ability
to understand and interact with spoken English.
Overall, the findings demonstrate the effectiveness of the intuitive-imitative approach in driving measurable
improvements in pronunciation and listening skills. These results provide strong support for the integration
of this approach into EFL pronunciation instruction, offering valuable insights into how exposure to
authentic language input and practice through imitation can lead to enhanced language skills.
The comparison of pronunciation metrics before and after training provides compelling evidence of a
significant improvement in both pronunciation accuracy and listening comprehension among the
participants. The data reveals a notable reduction in the number of incorrect pronunciations, indicating that
the intuitive-imitative approach has been effective in helping students better align their pronunciation with
native-like models. This improvement suggests that the exposure to and imitation of authentic
pronunciation models, combined with consistent practice, have led to more accurate production of sounds,
stress patterns, and intonation.
In addition to the reduction in pronunciation errors, the increase in listening skills scores further underscores
the positive impact of the training. The enhancement in listening comprehension indicates that, through the
process of imitation and repetition, students not only improved their ability to produce accurate
pronunciation but also became more attuned to the subtleties of spoken language. This improvement in
listening skills is particularly important, as it highlights the interconnected nature of pronunciation and
listening ability—two essential components of communicative competence.
The results of this comparison suggest that the intuitive-imitative approach is a valuable tool for enhancing
learners' pronunciation, as it effectively addresses both the production and perception aspects of language.
By fostering an environment where students are exposed to native-like pronunciation models and
encouraged to engage in active imitation, the approach facilitates the development of a more accurate and
intelligible pronunciation. Furthermore, the concurrent improvement in listening comprehension suggests
that the approach may also contribute to broader language acquisition, enhancing students' overall ability
to understand and interact with spoken English.
Overall, the findings demonstrate the effectiveness of the intuitive-imitative approach in driving measurable
improvements in pronunciation and listening skills. These results provide strong support for the integration
of this approach into EFL pronunciation instruction, offering valuable insights into how exposure to
authentic language input and practice through imitation can lead to enhanced language skills.
pág. 6028
Figure 1
Impact of Imitation-Based Pronunciation Training
Note. The bar chart shows significant improvement in pronunciation accuracy and listening comprehension following imitation-
based training.
The bar chart provides a clear and visually impactful representation of the effects of imitation-based
pronunciation training, highlighting a dramatic decrease in pronunciation errors and a notable improvement
in listening comprehension following the training. This visual depiction underscores the substantial role
that imitation, as a learning strategy, plays in enhancing learners' pronunciation skills. The reduction in
pronunciation mistakes suggests that learners are able to more accurately replicate the sounds, stress
patterns, and rhythms of native-like speech after engaging in imitation exercises. Similarly, the increase in
listening comprehension scores suggests that learners are not only improving their pronunciation but also
their ability to better understand spoken language, further solidifying the interconnected nature of
pronunciation and listening abilities in language acquisition.
The findings presented in the bar chart are consistent with the broader goals of the study, which aims to
explore the effectiveness of the intuitive-imitative approach in pronunciation instruction. The chart
emphasizes the importance of repeated exposure to authentic speech models, as well as the active process
of imitation, as key factors contributing to enhanced pronunciation outcomes. The visual evidence provided
by the chart helps reinforce the idea that, through practice, learners can significantly reduce pronunciation
errors and improve their auditory discrimination skills, leading to more effective and efficient language
learning experiences.
Figure 1
Impact of Imitation-Based Pronunciation Training
Note. The bar chart shows significant improvement in pronunciation accuracy and listening comprehension following imitation-
based training.
The bar chart provides a clear and visually impactful representation of the effects of imitation-based
pronunciation training, highlighting a dramatic decrease in pronunciation errors and a notable improvement
in listening comprehension following the training. This visual depiction underscores the substantial role
that imitation, as a learning strategy, plays in enhancing learners' pronunciation skills. The reduction in
pronunciation mistakes suggests that learners are able to more accurately replicate the sounds, stress
patterns, and rhythms of native-like speech after engaging in imitation exercises. Similarly, the increase in
listening comprehension scores suggests that learners are not only improving their pronunciation but also
their ability to better understand spoken language, further solidifying the interconnected nature of
pronunciation and listening abilities in language acquisition.
The findings presented in the bar chart are consistent with the broader goals of the study, which aims to
explore the effectiveness of the intuitive-imitative approach in pronunciation instruction. The chart
emphasizes the importance of repeated exposure to authentic speech models, as well as the active process
of imitation, as key factors contributing to enhanced pronunciation outcomes. The visual evidence provided
by the chart helps reinforce the idea that, through practice, learners can significantly reduce pronunciation
errors and improve their auditory discrimination skills, leading to more effective and efficient language
learning experiences.
pág. 6029
In the subsequent discussion section, the pedagogical implications of these findings are explored in greater
depth, with a focus on how language educators can leverage the power of imitation-based approaches to
optimize their pronunciation teaching strategies. The discussion highlights the need for educators to
embrace a variety of teaching methods that cater to the diverse needs of learners, taking into account their
individual learning styles, proficiency levels, and cultural backgrounds. It is suggested that educators
incorporate imitation-based techniques in a structured and deliberate manner, combining these with targeted
phonetic instruction to address specific pronunciation challenges. This integrated approach would not only
enhance learners' pronunciation accuracy but also their overall language skills, ensuring a more holistic and
comprehensive approach to language teaching.
The study concludes with a series of actionable recommendations for language educators, emphasizing the
importance of a balanced and flexible teaching approach that integrates the strengths of imitation-based
learning with explicit phonetic training. By adopting such a methodology, educators can create more
effective and engaging learning environments that foster improved pronunciation outcomes, ultimately
helping learners achieve greater fluency and intelligibility in their spoken English.
CONCLUSIONS
After carefully analyzing the survey results, several important conclusions have been drawn regarding the
role of the Intuitive-Imitative Approach in English as a Foreign Language (EFL) pronunciation instruction.
First and foremost, the Intuitive-Imitative Approach is commonly employed in EFL classrooms, with a
significant emphasis on mimicry exercises, sound repetition, and the imitation of various sounds during
pronunciation practice. This observation suggests a clear preference for experiential learning methods that
focus on mimicking native-like pronunciation patterns, as opposed to relying solely on complex phonetic
rules or explicit grammatical instruction. The approach appears to center on the idea that learners can
internalize accurate pronunciation through consistent exposure to spoken language and repetition of sounds.
However, despite the widespread use of these techniques, there is a relatively low level of engagement with
self-assessment methods such as recording and reviewing one’s own pronunciation. This highlights a
potential area for improvement, where students could benefit from being encouraged to engage in more
reflective practices, helping them monitor their own progress and identify areas for improvement. While
mimicry exercises and dialogue repetitions are effective, integrating self-assessment could elevate the
In the subsequent discussion section, the pedagogical implications of these findings are explored in greater
depth, with a focus on how language educators can leverage the power of imitation-based approaches to
optimize their pronunciation teaching strategies. The discussion highlights the need for educators to
embrace a variety of teaching methods that cater to the diverse needs of learners, taking into account their
individual learning styles, proficiency levels, and cultural backgrounds. It is suggested that educators
incorporate imitation-based techniques in a structured and deliberate manner, combining these with targeted
phonetic instruction to address specific pronunciation challenges. This integrated approach would not only
enhance learners' pronunciation accuracy but also their overall language skills, ensuring a more holistic and
comprehensive approach to language teaching.
The study concludes with a series of actionable recommendations for language educators, emphasizing the
importance of a balanced and flexible teaching approach that integrates the strengths of imitation-based
learning with explicit phonetic training. By adopting such a methodology, educators can create more
effective and engaging learning environments that foster improved pronunciation outcomes, ultimately
helping learners achieve greater fluency and intelligibility in their spoken English.
CONCLUSIONS
After carefully analyzing the survey results, several important conclusions have been drawn regarding the
role of the Intuitive-Imitative Approach in English as a Foreign Language (EFL) pronunciation instruction.
First and foremost, the Intuitive-Imitative Approach is commonly employed in EFL classrooms, with a
significant emphasis on mimicry exercises, sound repetition, and the imitation of various sounds during
pronunciation practice. This observation suggests a clear preference for experiential learning methods that
focus on mimicking native-like pronunciation patterns, as opposed to relying solely on complex phonetic
rules or explicit grammatical instruction. The approach appears to center on the idea that learners can
internalize accurate pronunciation through consistent exposure to spoken language and repetition of sounds.
However, despite the widespread use of these techniques, there is a relatively low level of engagement with
self-assessment methods such as recording and reviewing one’s own pronunciation. This highlights a
potential area for improvement, where students could benefit from being encouraged to engage in more
reflective practices, helping them monitor their own progress and identify areas for improvement. While
mimicry exercises and dialogue repetitions are effective, integrating self-assessment could elevate the
pág. 6030
Intuitive-Imitative Approach to a higher level of engagement and self-awareness, ultimately enhancing
pronunciation outcomes.
The analysis of teaching strategies also reveals that EFL instructors employ a wide variety of methods in
their pronunciation instruction. While the Intuitive-Imitative Approach is a significant part of the
pedagogical toolkit, the analytic-linguistic approach remains notably prevalent. This method, which
involves the frequent use of pronunciation charts and explicit explanations of language rules, reflects a
more structured, formal approach to teaching pronunciation. Alongside these methods, the integrative
approach—combining both experiential and analytical elements—is also being utilized by many teachers.
This suggests a balanced and multifaceted approach to pronunciation instruction, where structured, rule-
based teaching is complemented by more fluid and experiential strategies like imitation. This diversity of
teaching strategies indicates that EFL instructors recognize the complexity of pronunciation acquisition and
are adapting their methods to accommodate different aspects of the learning process. As such, a
comprehensive and engaging curriculum that incorporates a variety of instructional techniques will likely
prove to be the most effective in addressing the diverse learning preferences and needs of students.
Additionally, the findings highlight the fact that pronunciation learning is a highly complex and
multifaceted process. Imitation emerges as a dominant cognitive strategy among students, with learners
frequently relying on mimicry as a core means of improving their pronunciation. However, other strategies,
including metacognitive and memory strategies, also play a significant role in the learning process. These
strategies are important for helping students monitor their own progress and retain pronunciation patterns
over time. For instance, learners who employ metacognitive strategies are better able to assess their
strengths and weaknesses, while those who use memory aids may find it easier to retain difficult sounds or
speech patterns. The variety in strategy use underscores the necessity of tailoring instructional approaches
to meet the unique preferences and needs of individual students. It is clear that a one-size-fits-all approach
to pronunciation teaching is unlikely to be effective. Instead, personalized strategies should be developed
that cater to the diverse cognitive and learning styles found within the classroom.
Based on these conclusions, several recommendations for educators can be made. First, teachers should
continue to utilize the Intuitive-Imitative Approach, with an emphasis on mimicry exercises and dialogue
repetitions, as these techniques have been shown to have a positive impact on pronunciation improvement.
Intuitive-Imitative Approach to a higher level of engagement and self-awareness, ultimately enhancing
pronunciation outcomes.
The analysis of teaching strategies also reveals that EFL instructors employ a wide variety of methods in
their pronunciation instruction. While the Intuitive-Imitative Approach is a significant part of the
pedagogical toolkit, the analytic-linguistic approach remains notably prevalent. This method, which
involves the frequent use of pronunciation charts and explicit explanations of language rules, reflects a
more structured, formal approach to teaching pronunciation. Alongside these methods, the integrative
approach—combining both experiential and analytical elements—is also being utilized by many teachers.
This suggests a balanced and multifaceted approach to pronunciation instruction, where structured, rule-
based teaching is complemented by more fluid and experiential strategies like imitation. This diversity of
teaching strategies indicates that EFL instructors recognize the complexity of pronunciation acquisition and
are adapting their methods to accommodate different aspects of the learning process. As such, a
comprehensive and engaging curriculum that incorporates a variety of instructional techniques will likely
prove to be the most effective in addressing the diverse learning preferences and needs of students.
Additionally, the findings highlight the fact that pronunciation learning is a highly complex and
multifaceted process. Imitation emerges as a dominant cognitive strategy among students, with learners
frequently relying on mimicry as a core means of improving their pronunciation. However, other strategies,
including metacognitive and memory strategies, also play a significant role in the learning process. These
strategies are important for helping students monitor their own progress and retain pronunciation patterns
over time. For instance, learners who employ metacognitive strategies are better able to assess their
strengths and weaknesses, while those who use memory aids may find it easier to retain difficult sounds or
speech patterns. The variety in strategy use underscores the necessity of tailoring instructional approaches
to meet the unique preferences and needs of individual students. It is clear that a one-size-fits-all approach
to pronunciation teaching is unlikely to be effective. Instead, personalized strategies should be developed
that cater to the diverse cognitive and learning styles found within the classroom.
Based on these conclusions, several recommendations for educators can be made. First, teachers should
continue to utilize the Intuitive-Imitative Approach, with an emphasis on mimicry exercises and dialogue
repetitions, as these techniques have been shown to have a positive impact on pronunciation improvement.
pág. 6031
However, it is also recommended that teachers integrate self-assessment strategies into their instruction,
particularly by encouraging students to record and reflect on their own pronunciation progress. This can
help students become more independent learners and develop greater self-awareness of their strengths and
areas for improvement. Furthermore, a comprehensive pronunciation curriculum should be developed that
integrates elements from various approaches—such as the analytic-linguistic, intuitive-imitative, and
integrative approaches. This combination will ensure that students receive a well-rounded education that
addresses all aspects of pronunciation learning, from the explicit understanding of phonetic rules to the
more intuitive processes of imitation and self-reflection. Such an approach would likely be more effective
in catering to the diverse needs of EFL learners, helping them achieve clearer and more intelligible speech
in English.
REFERENCES LIST
Alghazo, S. (2021). Phonological challenges in EFL pronunciation: An analysis of the differences between
Spanish and English. Journal of Language Teaching and Research, 12(4), 520-530.
https://doi.org/10.17507/jltr.1204.03
Behzadi, A., & Fahimniya, F. (2014). The effect of using two approaches of teaching pronunciation
(intuitive-imitative and analytic-linguistic) on speaking fluency among Iranian EFL
learners. Indian Journal of Fundamental and Applied Life Sciences, 4(1), 27-39.
https://shorturl.at/Jow5q
Best, C. T. (1995). A direct realist view of cross-language speech perception. In W. Strange (Ed.), Speech
perception and linguistic experience: Issues in cross-language research (pp. 171-204). Timonium,
MD: York Press.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and
reference guide (2nd ed.). Cambridge University Press.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2
teaching and research. John Benjamins Publishing Company. https://doi.org/10.1075/ill.18
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.),
Speech perception and linguistic experience: Issues in cross-language research (pp. 233-277).
Timonium, MD: York Press.
However, it is also recommended that teachers integrate self-assessment strategies into their instruction,
particularly by encouraging students to record and reflect on their own pronunciation progress. This can
help students become more independent learners and develop greater self-awareness of their strengths and
areas for improvement. Furthermore, a comprehensive pronunciation curriculum should be developed that
integrates elements from various approaches—such as the analytic-linguistic, intuitive-imitative, and
integrative approaches. This combination will ensure that students receive a well-rounded education that
addresses all aspects of pronunciation learning, from the explicit understanding of phonetic rules to the
more intuitive processes of imitation and self-reflection. Such an approach would likely be more effective
in catering to the diverse needs of EFL learners, helping them achieve clearer and more intelligible speech
in English.
REFERENCES LIST
Alghazo, S. (2021). Phonological challenges in EFL pronunciation: An analysis of the differences between
Spanish and English. Journal of Language Teaching and Research, 12(4), 520-530.
https://doi.org/10.17507/jltr.1204.03
Behzadi, A., & Fahimniya, F. (2014). The effect of using two approaches of teaching pronunciation
(intuitive-imitative and analytic-linguistic) on speaking fluency among Iranian EFL
learners. Indian Journal of Fundamental and Applied Life Sciences, 4(1), 27-39.
https://shorturl.at/Jow5q
Best, C. T. (1995). A direct realist view of cross-language speech perception. In W. Strange (Ed.), Speech
perception and linguistic experience: Issues in cross-language research (pp. 171-204). Timonium,
MD: York Press.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and
reference guide (2nd ed.). Cambridge University Press.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2
teaching and research. John Benjamins Publishing Company. https://doi.org/10.1075/ill.18
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.),
Speech perception and linguistic experience: Issues in cross-language research (pp. 233-277).
Timonium, MD: York Press.
pág. 6032
Gilbert, J. B. (2008). Clear speech: Pronunciation and listening comprehension in North American English
(4th ed.). Cambridge University Press.
Jafari, S. M., Ahmadi, M., & Riasati, M. J. (2021). Pronunciation teaching and teacher training: A survey
of attitudes and practices. Journal of English Linguistics, 49(3), 222-245.
https://doi.org/10.1177/0075424220982505
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4),
319-326. https://doi.org/10.1093/elt/58.4.319
Littlewood, W. (2004). The task-based language teaching. Cambridge University Press.
Lyster, R. (2004). Understanding second language acquisition. Oxford University Press.
Roohani, A. (2013). A comparative study of intuitive-imitative and analytic-linguistic approaches to
teaching pronunciation: does age play a role. The Asian EFL Journal Quarterly, 15(1), 87-127.
https://shorturl.at/iJn3E
Roohani, A. (2013). The effectiveness of the analytic-linguistic approach in teaching pronunciation to
Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 2(6), 160-
169. https://doi.org/10.7575/ijalel.v.2n.6p.160
Gilbert, J. B. (2008). Clear speech: Pronunciation and listening comprehension in North American English
(4th ed.). Cambridge University Press.
Jafari, S. M., Ahmadi, M., & Riasati, M. J. (2021). Pronunciation teaching and teacher training: A survey
of attitudes and practices. Journal of English Linguistics, 49(3), 222-245.
https://doi.org/10.1177/0075424220982505
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4),
319-326. https://doi.org/10.1093/elt/58.4.319
Littlewood, W. (2004). The task-based language teaching. Cambridge University Press.
Lyster, R. (2004). Understanding second language acquisition. Oxford University Press.
Roohani, A. (2013). A comparative study of intuitive-imitative and analytic-linguistic approaches to
teaching pronunciation: does age play a role. The Asian EFL Journal Quarterly, 15(1), 87-127.
https://shorturl.at/iJn3E
Roohani, A. (2013). The effectiveness of the analytic-linguistic approach in teaching pronunciation to
Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 2(6), 160-
169. https://doi.org/10.7575/ijalel.v.2n.6p.160