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
Resumen
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.
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Derechos de autor 2025 Pamela Elizabeth Casa Molina, Bryan Alexander Gordón Fiallos, Nayeli Nicole Nuñez Melo , Mirian Paulina Aguaguiña Pilla
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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