Improving English Pronunciation among EFL Undergraduates in China

Abstract

Pronunciation is an important component of communication and plays a crucial part in learners’ intelligibility, confidence, and willingness to speak in English. However, many English as a Foreign Language (EFL) learners continue to face challenges in pronunciation despite having adequate knowledge of grammar and vocabulary. This study aimed to evaluate the effectiveness of a face-to-face Pronunciation Enhancement Program conducted for English major students in a university in China. The study employed a mixed-methods research design by integrating quantitative and qualitative data to obtain a comprehensive understanding of participants’ perceptions of the program. The participants consisted of undergraduate English majors from different semesters. The intervention was implemented in a special English pronunciation program involving interactive pronunciation activities, guided speaking tasks, instructor modeling, and corrective feedback. Quantitative data were collected using a Likert-scale questionnaire, while qualitative data were obtained through open-ended written responses. The findings revealed that participants responded positively to the program. The quantitative results showed high levels of satisfaction, perceived usefulness, increased confidence, and motivation to continue improving pronunciation. The qualitative results further supported these findings, with students frequently reporting improved pronunciation accuracy, clearer speech, enhanced confidence in speaking English, enjoyable learning experiences, helpful feedback, and vocabulary gains. Thus, even though the pronunciation program was short, it was found to provide meaningful, immediate benefits when delivered through structured, engaging face-to-face instruction. The findings suggest that supplementary pronunciation-enhancement initiatives may be valuable in higher education settings to support the development of oral communication among EFL learners. The study contributes to the growing body of research on pronunciation pedagogy and offers practical implications for language educators seeking to strengthen students’ speaking competence.