View in EDS

Impact of Explicit and Implicit Instruction on EFL Learners' Segmental Pronunciation Accuracy of Transparent and Non-Transparent Words

Saved in:
Bibliographic Details
Title: Impact of Explicit and Implicit Instruction on EFL Learners' Segmental Pronunciation Accuracy of Transparent and Non-Transparent Words
Language: English
Authors: Karina Cerda-Oñate (ORCID 0000-0002-0162-6836), Trinidad Cisterna (ORCID 0009-0009-7631-1079), Fernanda Norambuena (ORCID 0009-0004-2285-3650)
Source: Eurasian Journal of Applied Linguistics. 2025 11(1):217-228.
Availability: Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://ejal.info/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 11
High Schools
Secondary Education
Descriptors: Teaching Methods, Accuracy, Second Language Learning, Second Language Instruction, English (Second Language), Grade 11, Pronunciation Instruction, Graphemes, Phonemes, Rural Schools, High School Students, Career and Technical Education Schools, Foreign Countries, Phoneme Grapheme Correspondence, Native Language, Written Language, Spanish
Geographic Terms: Chile
ISSN: 2149-1135
Abstract: This study examines the impact of explicit and implicit pronunciation instruction on the segmental pronunciation accuracy of phonemes /s/ and /z/ in an EFL classroom of 11th-grade Spanish-speaking students. The research focuses on transparent and non-transparent words containing the grapheme and the phonemes /s/ and /z/ and was conducted in a Chilean rural vocational high school over four weeks, using a quasi-experimental one-group repeated-measures design with convenience sampling. Four students participated in four 90-minute sessions with two different conditions: two sessions for the implicit instruction condition and two sessions for the explicit instruction condition, each followed by a segmental pronunciation accuracy post-test. The results showed that students consistently performed well with transparent words, benefiting from clear grapheme-phoneme correspondences aligned with their L1 orthography in both conditions. In contrast, non-transparent words posed greater challenges across conditions, indicating that the type of instruction does not play a role when it comes to grapheme-phoneme incongruencies. These findings imply that transparent words serve as effective foundational tools for pronunciation, while non-transparent words require tailored teaching approaches to address grapheme-phoneme incongruencies. The limitations and recommendations for pronunciation instruction of transparent and non-transparent words are also discussed in this article.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475004
Database: ERIC
Description
Abstract:This study examines the impact of explicit and implicit pronunciation instruction on the segmental pronunciation accuracy of phonemes /s/ and /z/ in an EFL classroom of 11th-grade Spanish-speaking students. The research focuses on transparent and non-transparent words containing the grapheme <s> and the phonemes /s/ and /z/ and was conducted in a Chilean rural vocational high school over four weeks, using a quasi-experimental one-group repeated-measures design with convenience sampling. Four students participated in four 90-minute sessions with two different conditions: two sessions for the implicit instruction condition and two sessions for the explicit instruction condition, each followed by a segmental pronunciation accuracy post-test. The results showed that students consistently performed well with transparent words, benefiting from clear grapheme-phoneme correspondences aligned with their L1 orthography in both conditions. In contrast, non-transparent words posed greater challenges across conditions, indicating that the type of instruction does not play a role when it comes to grapheme-phoneme incongruencies. These findings imply that transparent words serve as effective foundational tools for pronunciation, while non-transparent words require tailored teaching approaches to address grapheme-phoneme incongruencies. The limitations and recommendations for pronunciation instruction of transparent and non-transparent words are also discussed in this article.
ISSN:2149-1135