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,
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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