Artículo original. Vol. 4 - Nro. 4, pp. 145 - 157. Octubre 2026. E-ISSN: 2960-8015
Analytic-linguistic approach on enhancing English language
pronunciation among junior high school students
Enfoque analítico-lingüístico para mejorar la pronunciación del idioma
inglés en estudiantes de educación secundaria
Darío Josué Maldonado Juca 1, Miriam Eucevia Troya Sánchez 2
1 Universidad Nacional de Loja, dario.j.maldonado.j@unl.edu.ec. Loja, Ecuador.
2
Universidad Nacional de Loja, miriam.troya@unl.edu.ec. Loja, Ecuador.
¿Como citar?
Maldonado Juca, D. J., & Troya Sánchez, M. E. (2026). Enfoque analítico-lingüístico para
mejorar la pronunciación del idioma inglés en estudiantes de educación secundaria. Revista
Multidisciplinaria Investigación Contemporánea, 4(4),145-157. https://doi.org/10.58995/redlic.
rmic.v4.n4.a244
Recibido: 28-06-2026
Aceptado: 31-07-2026
Publicado: 01-10-2026
Nota del editor
REDLIC se mantiene neutral con respecto a reclamos
jurisdiccionales en mensajes publicados y aliaciones
institucionales.
Editorial
Red Editorial Latinoamericana de Investigación
Contemporánea (REDLIC)
www.editorialredlic.com
Fuentes de nanciamiento
La investigación fue realizada con recursos propios
Conictos de interés
No presentan conicto de intereses.
Este es un artículo de acceso abierto, bajo licencia
Creative Commons (CC BY 4.0) de Atribución 4.0
Internacional
https://doi.org/10.58995/redlic.rmic.v4.n4.a244
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 146 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
Resumen
La pronunciación del inglés desempeña un papel fundamental en la adquisición del idioma. Puede
resultar bastante exigente para hablantes no nativos de inglés en Ecuador debido a la escasez de
recursos dentro del sistema educativo. Este proyecto de investigación tuvo como objetivo mejorar
las habilidades de pronunciación en inglés de estudiantes de colegio de una institución educativa
privada de Cuenca, Ecuador, mediante el uso del enfoque analítico-lingüístico. El estudio siguió un
modelo de investigación-acción durante cinco semanas e incluyó evaluaciones de pretest y postest.
Los participantes tuvieron sesiones de aprendizaje centradas en dicultades de pronunciación
como los sonidos vocálicos (/ɪ/, /iː/), los grupos consonánticos que comienzan con /s/, así como
patrones de acentuación y entonación. Los resultados mostraron una mejora en la pronunciación,
ya que el promedio de calicaciones aumentó de 5,47 en la evaluación inicial a 9,04 después de la
intervención. El estudio concluyó que el enfoque analítico-lingüístico proporciona una estructura
ecaz para mejorar las habilidades de pronunciación. Sin embargo, se requieren investigaciones
adicionales para evaluar sus efectos a largo plazo y su utilidad en otros contextos.
Palabras clave: desafíos de pronunciación; entrenamiento articulatorio; instrucción explícita;
pares mínimos; transcripción fonética.
Abstract
English pronunciation plays a critical role in language acquisition. It can be quite demanding for
non-native English speakers in Ecuador due to scarce pronunciation resources in its educational
system. This research project aimed to enhance the English pronunciation skills of high school
students attending a private school in Cuenca, Ecuador, by using the analytic-linguistic approach.
The study followed an action research model spanning ve weeks and included both pre and
post-test assessments. Participants took part in learning sessions aimed at tackling pronunciation
challenges such as vowel sounds (/ɪ/, /i:/), clusters starting with /s/, and stress and intonation
patterns. The results showed enhanced pronunciation skills as the average score increased from
5;47 during the assessment to 9;04 after the sessions. The study concluded that the analytic
approach oers a structure for improving pronunciation skills. However, further research is
necessary to assess its lasting eects and wider usefulness.
Keywords: pronunciation challenges; articulatory training; explicit instruction; minimal pairs;
phonetic transcription.
1. Introducción
For junior high school students in Cuenca,
Ecuador, ideal English pronunciation
involves speaking clearly, accurately
producing each syllable, and speaking
uently. However, achieving this level of
prociency poses considerable challenges.
English learners often struggle with
sounds that do not exist in their native
language, which aects their ability to
distinguish certain vowel sounds, such
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 147 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
as /ɪ/ and /i:/ (Celce-Murcia et al.,
2010). Furthermore, managing stress and
intonation patterns remains a common
struggle, as these elements are crucial
for conveying meaning and emotion in
spoken English (Avery & Ehrlich, 1992).
Pronunciation problems in these domains
can obstruct students’ speech in terms
of intelligibility, but they can also inhibit
the students’ willingness to use oral
language if they fear that they will be
misunderstood because of their errors
(Derwing & Munro‚ 2015).
Despite the need for precise English
pronunciation, several obstacles prevent
students from achieving it. Pronunciation
is often neglected in English curricula,
with more focus on grammar and
vocabulary. Additionally, non-native
speakers struggle with sounds such as
/ɪ/ and /i:/ and with initial consonant
clusters (Calvo Benzies, 2013; Swan &
Smith, 2001), a challenge compounded
by limited exposure to native-like
pronunciation models needed to master
intonation and stress. This creates a gap
between students’ current abilities and
the desired level of prociency.
Thus, this research seeks to improve
the pronunciation of junior high
school students in the city of Cuenca
through an analytic-linguistic approach
as an alternative to current teaching
methodologies, since the institution could
adopt a systematic form of teaching to
resolve pronunciation issues that would
not otherwise be achieved. The study
examines the eects of the approach in the
hope of beneting accurate, intelligible
pronunciation.
The independent variable of this study
was the analytic-linguistic approach,
which encompasses explicit pronunciation
instruction, articulatory explanations,
phonetic transcription activities, minimal-
pair practice, and exercises focused on
stress and intonation. The dependent
variable was English pronunciation,
which was studied and analyzed
through students’ performance in vowel
discrimination and production, consonant
cluster recognition and production, and
the use of suprasegmental features such
as stress and intonation patterns.
The research questions for this study
are: (1) What is the level of English
pronunciation among junior high school
students before the implementation of the
analytic-linguistic approach? (2) What is
the level of English pronunciation among
junior high school students after the
implementation of the analytic-linguistic
approach? (3) Is there a statistically
signicant dierence between the pre-
test and post-test English pronunciation
scores of junior high school students
following the implementation of the
analytic-linguistic approach?
2. Methodology
Research design
This study followed the action research
model and its four steps, planning, taking
action, observing, and reecting (Kemmis
& McTaggart, 1988), and it employed a
quantitative approach to gather data from
tests.
Research Settings and Participants
This project was conducted during
the 2024-2025 school year at a private
institution located in Cuenca, Ecuador.
The participants encompassed 26 students,
divided into 12 males and 13 females. The
sampling group was selected by using
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 148 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
the purposive sampling technique, which
has been dened by Etikan et al. (2016)
as “the deliberate choice of a participant
due to the qualities the participant
possesses” (p. 2). These students were
aged between 15 and 16 years old with
a B1 level according to the Common
European Framework of Reference for
Languages. On the grounds of their age,
an oicial document was created and sent
to their legal representatives to authorize
the researcher to apply and document the
dierent proposed activities with them.
Research Approach
This research used a quantitative
approach to give answers to the proposed
research questions. This approach was
appropriate for the study, as it allowed
space for the entire analysis of how the
analytic-linguistic approach improves
students’ pronunciation in junior high
school. Quantitative data were measured
through a pretest and posttest. These data
provided solid evidence of progress and
deeper insights into factors that inuence
it. This helped ensure that the ndings
become statistically important as well as
contextually meaningful for making an
informed conclusion and some practical
recommendations. In this regard, the
quantitative nature of the research design
would provide precise evidence for the
amount of change in pronunciation
accuracy and provide a solid basis to
make conclusions in terms of teaching
interventions (Mackey & Gass‚ 2015).
Data collection techniques
In this study, the testing technique with
pretest and posttest as the instruments
was used to gather quantitative data. This
technique provides measurable data on
student learning and makes it easier to
identify gaps in knowledge (Black & Wi-
liam, 1998).
The pretest consisted of ve items in
total. The rst one was a listening exercise
to dierentiate the sounds /ɪ/ and /i:/. The
second one involved a listening exercise
to recognize the correct articulation of
consonant clusters beginning with the
/s/ sound (/st/, /sk/, /sm/, /sp/, /
sn/). The third item was an exercise
to articulate the /ɪ/ and /i:/ sounds
correctly according to the combinations of
letters in which those sounds occur. The
fourth item was an exercise to articulate
consonant clusters beginning with the
/s/ sound (/st/, /sk/, /sm/, /sp/, /
sn/) appropriately. Finally, the fth item
encompassed 5 sentences that included a
combination of the /ɪ/ and /i:/ sounds,
consonant clusters beginning with the /s/
sound, and stress and intonation patterns.
The participants were asked to read the
sentences in order to evaluate how they
pronounced the aforementioned sounds
and whether they used proper stress and
intonation when uttering the sentences.
The posttest contained exactly the same
exercises described above, which was
used to analyze whether the students
improved their overall pronunciation
after receiving explicit instruction with
the analytic-linguistic approach.
The instrument described above was
validated by means of two approaches:
construct validity and content validity. The
former, also referred to as theory validity,
is considered an approach to validate
theoretical characteristics that cannot be
explicitly dened in terms of a criterion
(Colliver et al., 2012), which means that
relevant and academic theory was used to
support and justify the content of the test
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 149 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
and questionnaire. In this case, authors
such as Blevins (1998); Celce-Murcia et al.
(2010); and Enciso, et al. (2019) were used
to validate the theory since they provided
basic foundations to support the content
of the tests. The second approach was
determined by expert judgment, and it
involved experts in the topic of the test
reviewing it and judging its content to
ensure it is valid (Gay et al., 2012). The
construct validity of the pretest and
posttest was evaluated using Aiken’s
V test, yielding a score of 1.23 out of a
maximum of 1.25. This result indicated
a high degree of agreement among
experts regarding the relevance and
representativeness of the items, suggesting
that the instrument eectively measured
the intended construct. Finally, the pretest
and post-test were piloted with 5 students
randomly selected from the population
in order to identify any potential issues
with the instrument before its application,
which provided signicant insights so as
to make the necessary adjustments to the
test if pertinent. Data analysis
The pretest and post-test scores were
quantitatively analyzed using a variety
of statistical methods to determine if
there were signicant improvements in
pronunciation among the participants.
First, descriptive statistics were calculated
to provide an overview of the data, such
as the mean and standard deviation of the
scores, in order to provide insight into the
variability or dispersion of data around
the mean. Next, the Shapiro-Wilk test of
normality was applied to assess whether
the data followed a normal distribution,
as this would inuence the choice of
statistical tests. Since the Shapiro-Wilk
test indicated that the data did meet the
normality assumption, a paired t-test was
chosen. These analyses were conducted
using Jamovi software, allowing the
researcher to determine whether there
were statistically signicant dierences
in pronunciation improvement after the
intervention.
Intervention proposal
Timing
The intervention plan took ve weeks
during the 2024-2025 academic year to
complete. During this period, explicit
instruction through the analytic-linguistic
approach was employed through a variety
of activities that focused on articulatory
descriptions, phonetic training, minimal
pairs, and stress and intonation patterns.
Sessions
The lessons designed incorporated the
analytic-linguistic approach to facilitate
proper acquisition of pronunciation.
They followed the PPP model with its
three stages, Presentation, Practice, and
Production.
The rst week was used for the pretest
and after that, the researcher presented
the vowel sounds /ɪ/ and /i:/ by means
of their IPA symbols and explained how to
articulate them by focusing on the position
of the lips (relaxed for /ɪ/ and spread for
/i:/) and the dropping of the jaw (mid-
close for /ɪ/ and close for /i:/). Then,
the participants were shown examples
of words that contain the target vowel
sounds and worked on some exercises
to practice them, such as classifying the
sounds, using phonetic transcriptions to
pronounce words with the sounds, and
drilling minimal pairs to understand the
key dierences between the vowel sounds.
Finally, the participants were asked to
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 150 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
read aloud sentences that contained the
sounds in order to accurately articulate
them.
In the second week, the researcher
presented the target sound /s/ and
explained how it is articulated, focusing
on the fact that this sound is voiceless and
produced at the alveolar ridge. To explain
this last aspect, the researcher used a
mouth diagram so that the participants
could visualize where the sound is
produced. After this explanation, students
were told that when this sound is followed
by a consonant, Spanish speakers tend
to mistakenly add the /ə/ sound at the
beginning, which is considered incorrect
pronunciation. It was added that this is
also done across word boundaries when
a word ends in /s/ and the next word
begins with an /s/ consonant cluster, such
as “bus station.” To practice this aspect,
learners were given exercises in which
they classied and transcribed words
beginning with /s/ consonant clusters
such as “skip”, “snow”, “smart”, “sport”,
and “strange”. They also practiced
pronouncing cognates in English and
Spanish, such as “estrella”, and “star”.
This was done to make students realize
that even though Spanish adds an extra
sound at the beginning of a cluster, English
does not. Lastly, the participants practiced
reading sentences that included the target
consonant clusters in individual words
and across word boundaries, placing
special emphasis on the latter issue.
In the third week, the researcher
presented some rules related to stress,
such as two-syllable verbs and adjectives,
adjectives with the suixes -ous and -ent,
and three-syllable verbs ending in -ate.
The participants then practiced this by
identifying stressed syllables in words
such as “pretty,” “procient,” “imitate,”
and “commit.” Then, the words were
classied according to their stress pattern.
Finally, the participants read aloud
sentences with the words previously
practiced.
In the fourth week, the researcher
introduced intonation patterns, focusing
on situations in which each is used, such
as rising intonation in yes/no questions,
lists, and unnished thoughts and falling
intonation in complete statements,
wh-questions, and commands. This
was visually supported by arrows that
represented each pattern. Then, the
participants were shown some utterances
and were asked to identify whether
they should be uttered with rising or
falling intonation. In addition to this,
the participants were asked to draw the
correct intonation pattern above each
utterance. Finally, the participants read a
paragraph that contained a combination
of all the utterances aforementioned
and were expected to use the intonation
patterns properly.
In the last week, a review of all four
aspects was conducted. This was done
by means of reading paragraphs that
contained all the aspects, such as the
/ɪ/ and /i:/ sounds, consonant clusters
beginning with /s/, stress and intonation.
After this process, the post-test was
administered to the participants.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 151 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
3. Results
Pretest and post-test
Table 1. Pretest. Descriptive measures for pronunciation skills
N Mean SD Minimum Maximum
1. Listening: /ɪ/ & /i:/ (1.25 pts) 26 0.76 0.35 0.25 1.25
1. Listening: /s/ (1.25 pts) 26 0.64 0.21 0.25 1.00
1. Reading: /ɪ/ and /i:/ (1.25 pts) 26 0.68 0.20 0.35 1.05
1. Reading: /s/ (1.25 pts) 26 0.80 0.23 0.25 1.15
1. Sentence reading (5 pts) 26 2.55 0.52 1.75 4.25
Pretest 26 5.47 0.97 3.50 8.20
Note. N: number of participants, SD: standard deviation, pts: puntos
standard deviations in scores reect a
relatively homogeneous performance of
the group. The overall mean pretest score
was 5.47, SD = 0.97 out of a maximum of
10, which indicated that it was possible
to achieve a substantial improvement,
especially on tasks that focused on precise
phonetic discrimination, such as listening
to individual phonemes.
Table 1 shows the results of the
pretest, which is required to understand
the students’ initial prociency in
pronunciation. The overall mean scores
across tasks were moderated, with the
lowest performance level in the listening
tasks dealing with the /s/ sound (M =
0.64, SD = 0.21) and the highest in sentence
reading (M = 2.55, SD = 0.52). These small
Table 2. Post-test. Descriptive measures for pronunciation skills
N Mean SD Minimum Maximum
2. Listening: /ɪ/ & /i:/ (1.25 pts) 26 1.22 0.11 0.75 1.25
2. Listening: /s/ (1.25 pts) 26 1.23 0.07 1.00 1.25
2. Reading: /ɪ/ and /i:/ (1.25 pts) 26 1.12 0.17 0.65 1.25
2. Reading: /s/ (1.25 pts) 26 1.20 0.08 0.95 1.25
2. Sentence reading (5 pts) 26 4.27 0.57 2.75 5.00
Post-test 26 9.04 0.68 7.45 10.00
Note. N: Number of participants, SD: Standard Deviation
Table 2 shows that all the tasks were
positively aected by the intervention,
with all means in the post-test higher
than in the pre-test, with sentence reading
being the highest mean (M = 4.27, SD =
0.57). Participants also showed large gains
in both the /ɪ/ & /i:/ and the /s/ listening
tasks, coming close to perfect scores on the
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 152 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
tasks following the experimental training
(M = 1.22 and M = 1.23, respectively). The
mean post-test across the ve categories
was 9.04, SD = 0.68. This suggests general
progress and shows the eectiveness
of the analytic-linguistic approach to
pronunciation․ The results indicate that
variance is considerably lower than
in the pretest and that the amount of
improvement is more uniform․
Overall, the results presented in Table 1
and Table 2 show an increase of mean score
from 5.47 (SD = 0.97) in the pre-test to 9.04
(SD = 0.68) in the post-test. The sentence
reading condition showed the largest
eect with a mean gain of 1.72, especially
in connected speech pronunciation. The
largest gains also came for /s/ on the
‘listening’ tasks (0․64 to 1․23) and for /ɪ/
and /i:/ (0․76 to 1․22)․ The ndings of
both tables directly show the potential of
targeted pronunciation training to lead to
substantial learner improvement․
Table 3. Normality test Shapiro Wilk - Pretest/Post-test pronunciation skills
Shapiro-Wilk
N W P
Pretest 26 0.95 0.18
Post-test 26 0.94 0.16
Note. N: number of participants, W: Shapiro Wilk Test, p: probability value
The Shapiro-Wilk test of normality is
presented in Table 3. This test veried the
normal distribution of pretest and post-
test data, whose W values were 0.95 (p
= 0.18) and 0.94 (p = 0.16), respectively.
Thus, the parametric statistical test could
be performed without violating any
assumptions, allowing for the reliability
of a subsequent paired T-test analysis.
This nding conrms that any variation
in scores can be identied as a result of an
intervention and not as spurious pieces of
the distribution.
Table 4. Statistical dierence between pretest and post-test of pronunciation skills using
Paired T-Test
Statistics Dierence df p
Pretest Post-test T de Student -20.0 25.0 < .001
Note. df: degrees of freedom, p: probability value
Table 4 presents the results of the
paired T-test, which was conducted to
examine whether there was a signicant
dierence between the results of both
tests. There is a statistically important
dierence between the pretest and posttest
(t = -20.0, p < 0.001); thus, the intervention
is eective. With a large negative t-value
of -20.0, it is possible to see that the
participants substantially improved their
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 153 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
pronunciation skills. The low p-value of
less than 0․001 conrms that this result
is independent of random assignments
and is due to the systematic application
of the analytic-linguistic treatment․
These ndings suggest that this type of
training may be a viable option for use in
classrooms.
4. Discussion
The rst research question aimed
to determine the level of English
pronunciation among students before the
implementation of the analytic-linguistic
approach. The results showed that the
students had a low-intermediate level and
presented diiculties in all the evaluated
tasks, especially in listening to words that
contained the /s/ sound at the beginning.
This revealed clear areas for improvement,
which would be achieved by means of the
intervention proposed.
The second research question sought
to determine the students’ English
pronunciation after the implementation
of the approach. In order to achieve this,
the researcher applied an action research
design that enabled the application of
the analytic-linguistic approach during
sessions to explicitly teach students
pronunciation. According to the ndings,
the eects of the approach were positive
and enhanced the students’ prociency,
which supports previous research
on phonetic training and articulatory
instruction. Asrul and Husda (2022)
and Sharma (2021) proved that phonetic
training through devices like the IPA
(International Phonetic Alphabet) is
eicient in improving the articulation and
auditory discrimination of the learners.
Indeed, the activities implemented in this
study, including phonetic transcription,
articulatory descriptions, and minimal-
pair practice, may have contributed to
the improvements in the participants’
recognition and pronunciation of /ɪ/ &
/i:/ vowel sounds.
Another component of the intervention
involved comparing English and Spanish
pronunciation patterns, particularly
consonant clusters beginning with /s/.
Even though a very small number of
students still struggled with these clusters,
which suggests that particular dierences
of the learners, such as phonetic aptitude
or L1-transferred fossilized errors,
may need special attention, the results
showed that the majority of participants
substantially improved their recognition
and articulation of English words
beginning with /s/. After the instruction,
they managed to recognize the accurate
pronunciation of these words, as well as
produce them without mistakenly adding
an extra sound at the beginning. This
seems to indicate that they understood
the dierence between the way certain
English and Spanish cognates are
produced. This instructional strategy is
consistent with Quarto’s (2022) research.
In his study conducted in Chile, the author
demonstrated how tackling problems
concerning consonant clusters is very
helpful in Spanish-speaking countries.
The improvement seen in the sentence-
reading task might also show that students
applied stress and intonation patterns
well. Since this task asked participants
to say sentences that included the stress
and intonation features that were taught
during the program, the better results
suggest that learners started to understand
how suprasegmental features help make
speech easier to understand. These
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 154 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
results are in line with Couper’s (2022)
study, in which learners signicantly
gained perception and a more accurate
production of word stress. Similarly, the
studies by Zhang et al. (2021), Haza
et al. (2024) and Dankanjanakpan and
Sinwongsuwat (2025) showed that by
receiving detailed explanations regarding
intonation, participants were able to use
it more eiciently. This backs up the
idea that teaching stress and intonation
directly can help students have control
over spoken English to make their speech
clearer.
Regarding the third research question,
the comparison of the pre- and post-test
results revealed that the participants had
signicantly improved their pronunciation
after the intervention, indicating that
the analytic-linguistic approach was
indeed eective. This nding agreed with
those from earlier studies. For instance,
Mahmood (2023), Yakut (2020), Irawan and
Tampubolon (2020), and Namaziandost
et al. (2018) identied the positivity of
explicit instruction on students whose
pronunciation prociency was initially
low.
In spite of these gains, there are some
limitations to the study: 5 weeks with
two sessions per week may have been
long enough to show the eects of a
treatment but not long enough to state
that improvement in pronunciation was
learned and retained in the long-term
memory. Another limitation is that the
study was conducted in a controlled
classroom and therefore may dier
from other, more realistic educational
contexts with larger classroom sizes and
public schools. This suggests the need for
further research on the adaptability of the
methods.
In general, this study conrms that
the analytic-linguistic approach can be
successfully applied for pronunciation
practice, and the ndings of this present
research also add to the existing literature,
giving strong support for the approach.
Future research could look at long-term
eects of the accent-reducing instruction
and whether the analytic intervention
could be sustainable in other educational
settings․ Another option is to add a control
group to the methodology in order to
ease comparison of the analytic-linguistic
method with other pronunciation
instruction models to support the ndings.
Finally, such an extended treatment might
also allow for deeper implementation of
the techniques of this approach and better
outcomes for pronunciation.
5. Conclusions
Results showed that the students’ initial
pronunciation prociency was low, but
it was enhanced in every way that was
included in the study. When post-test
results were obtained, it was easy to see
that all of them were higher than those of
the pre-test, a clear sign of success. Parti-
cipants showed signicant progress not
only in the production and recognition of
vowel sounds (/ɪ/ and /iː/), but also in
consonant clusters beginning with /s/, as
well as stress and intonation patterns.
Since the mean score increased from
5.47 in the pretest to 9.04 in the post-
test, the eectiveness of the intervention
can be proved. These positive results
seem to suggest that explicit instruction
through the analytic-linguistic approach
can substantially improve students’
pronunciation, both in terms of recognition
and production.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 155 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
However, there were multiple
limitations to the study, including its small
sample size and a ve-week intervention
timeframe, which could have been too
brief to fully measure the long-term eects
of the intervention. Moreover, the study
carried out in a private institution made it
diicult to generalize its ndings to other
institutions. In conclusion, although the
study was only conducted in one private
institution where controlled practice
activities, phonetic transcription activities,
and phonemic awareness activities with
minimal pairs were performed, the study
was interventional and gave learners more
learning opportunities.
Further research could also examine
the long-term eects of the analytic-lin-
guistic approach on pronunciation reten-
tion, as well as involve larger samples of
students from dierent educational con-
texts for greater generalizability of the
ndings of this study. Additionally, pro-
nunciation instruction can be improved
through the use of technology such as
pronunciation software and mobile apps.
6. Authors’ contribution
DM: Data collection, data analysis, dis-
cussion, results and conclusions
MT: Tutoring, nal revision
7. References
Asrul, N., & Husda, A. (2022). Enhancing
pronunciation skills through phonetic
method. Al-Ishlah: Jurnal Pendidikan,
14(3), 4167-4176. DOI: 10.35445/ali-
shlah.v14i3.394
Avery, P., & Ehrlich, S. (1992). Teaching
American English Pronunciation.
Oxford University Press.
Black, P., & Wiliam, D. (1998). Assess-
ment and classroom learning. Assess-
ment in Education: principles, policy
& practice, 5(1), 7-74. http://dx.doi.
org/10.1080/0969595980050102
Blevins, W. (1998). Phonics from A to Z: A
practical guide. Scholastic Inc.
Calvo Benzies, Y. J. (2013). Advanced Spa-
nish university students’ problems
with the pronunciation of English
vowels. Identication, analysis, and
teaching implications.
Celce-Murcia, M., Brinton, D. M., & Good-
win, J. M. (2010). Teaching pronuncia-
tion: A course book and reference guide
(2nd ed.). Cambridge University Press.
Colliver, J. A., Conlee, M. J., & Verhulst,
S. J. (2012). From test validity to cons-
truct validity… and back? Medical
Education, 46(4), 366-371. https://doi.
org/10.1111/j.1365-2923.2011.04194.x
Couper, G. (2022). A Conceptual Approach
to Teaching L2 Pronunciation: Percep-
tion of Word Stress. TESL-EJ, 26(1), n1.
https://doi.org/10.55593/ej.26101a6
Dankanjanakpan, N., & Sinwongsuwat, K.
(2025). Using CA-informed transcrip-
tion symbols in conversation teaching
to improve Thai EFL learners’ English
stress and intonation. LEARN Jour-
nal: Language Education and Acquisi-
tion Research Network, 18(2), 317-350.
https://doi.org/10.70730/LBIW6581
Derwing, T. M., & Munro, M. J. (2015).
Pronunciation Fundamentals: Eviden-
ce-based perspectives for L2 teaching and
research. John Benjamins Publishing
Company.
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 156 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
Enciso, O. L. U., Hernandez, S. S. F., Pita,
K. L. V., & Pabón, A. S. R. (2019).
Problematic phonemes for Spani-
sh speakers’ learners of English.
Gist: Education and Learning Research
Journal, (19), 215-238. https://doi.
org/10.26817/16925777.701
Etikan, I., Musa, S. A., & Alkassim, R. S.
(2016). Comparison of convenience
sampling and purposive sampling.
American Journal of Theoretical and
Applied Statistics, 5(1), 1-4.
Gay, L. R., Mills, G. E., & Airasian, P. W.
(2012). Educational research: Compe-
tencies for analysis and applications.
Pearson.
Haza, R. I., Abbas, T., & Rasheed, B.
(2024). Eicacy of Phonological Ins-
tructions in Improving ESL Students’
Pronunciation. Jahan-e-Tahqeeq, 7(2),
1015-1025.
Irawan, B., & Tampubolon, M. A. (2020).
Using Phonetic Transcription to Im-
prove Students’ Pronunciation Skills.
Edulingua: Jurnal Linguistiks Terapan
dan Pendidikan Bahasa Inggris, 7(2),
1-12. https://doi.org/10.34001/edu-
lingua.v7i2
Kemmis, S., & McTaggart, R. (1988). The
Action Research Planner. Geelong:
Deakin University Press.
Mahmood, R. Q. (2023). Enhancing EFL
speaking and pronunciation skills:
Using explicit formal instruction in a
Kurdish university. Issues in Educatio-
nal Research, 33(4), 1421-1440. https://
search.informit.org/doi/10.3316/in-
formit.T2024050100000690433599402
Mackey, A., & Gass, S. M. (2015). Second
language research: Methodology and
design. Routledge.
Namaziandost, E., Esfahani, F. R., & Has-
hemifardnia, A. (2018). The eect
of teaching phonological rules on
English pronunciation among Ira-
nian pre-intermediate EFL learners.
European Journal of English Language
Teaching. DOI: 10.30575/2017/IJL-
RES-2019010401
Quarto, M. P. (2022). Teaching Ameri-
can English Pronunciation in a Spa-
nish-Speaking Context: A Guide for
EFL Teachers in Chile.
Sharma, L. R. (2021). Eectiveness of
Teaching the Pronunciation of Inec-
tion Through an Analytic-Linguis-
tic Approach. International Research
Journal of MMC (IRJMMC), 2(2), 77-
94. https://doi.org/10.3126/irjmmc.
v2i2.38152
Swan, M., & Smith, B. (2001). Learner
English: A teacher’s guide to interference
and other problems (Vol. 1). Cambridge
University Press.
Yakut, İ. (2020). Promoting the correct pro-
duction of English sounds in extensi-
ve reading-circle classes: Explicit vs.
implicit pronunciation training. Eura-
sian Journal of Applied Linguistics, 6(1),
101-118. http://dx.doi.org/10.32601/
ejal.710224
Zhang, W., Chang, H., & Liao, Y. (2021).
Eects of recasts and clarication
requests on suprasegment develo-
pment of English intonation. Porta
Linguarum, 35, 311–325. https://doi.
org/10.30827/portalin.v0i35.16949
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a244 157 - 157
Maldonado et al. Analytic-linguistic approach on enhancing English language pronunciation
10 - 2026
Copyright (c) 2026. Darío Josué Maldonado Juca, Miriam Eucevia Troya Sánchez.
Este es un artículo de acceso abierto, bajo licencia Creative Commons
(CC BY 4.0) de Atribución 4.0 Internacional
