Enhancing listening skills through guided pronunciation activities in English as a Foreign Language second-year high school students

Abstract

This study examined pronunciation difficulties among second-year high school students in Cuenca, Ecuador, and the effects of directed pronunciation instruction on oral performance. Given that Ecuadorian EFL classrooms often prioritize grammar and vocabulary over pronunciation, learners frequently experience reduced speaking confidence. A mixed-methods design was employed, combining pre- and post-test quantitative data with qualitative insights from interviews, questionnaires, observations, and recorded speaking tasks. Sixteen students participated in a four-week intervention featuring guided speaking, repetition, and audio-based exercises. Results showed notable improvements across all measured criteria: stress increased from 2.3 to 3.8, intonation from 2.1 to 3.5, clarity from 2.5 to 4.0, and accuracy from 2.4 to 3.7. Qualitatively, students reported heightened awareness of their pronunciation challenges and greater confidence in oral participation. Although intonation remained difficult for some, the findings indicate that systematic pronunciation practice enhances both speaking effectiveness and learner self-assurance, supporting its integration into EFL curricula to complement traditional grammar-focused instruction.