Investigating the Impact of English Pronunciation Difficulties on Students' Academic Performance, and Self-confidence
Abstract
A key element of spoken language proficiency is pronunciation, and mistakes in this area frequently result in miscommunication, decreased intelligibility, and obstacles in the classroom or in social situations. Based on information gathered from interviews, classroom observations, and pronunciation tests, the analysis shows that on-going pronunciation problems seriously impair oral communication abilities, frequently resulting in a decline in confidence and involvement in social and academic contexts. The study highlights the necessity of early intervention techniques and focused pronunciation training. Among the suggestions are incorporating phonetic instruction into language courses and utilizing technology-enabled pronunciation aids to enhance personalized education. The sample was chosen using a convenient sampling technique. Keeping in view the objectives of the study, a questionnaire was used for data collection. The findings highlighted that the Long words are harder (4.47), some English sounds (4.45) and lack of English words (4.42) were revealed to first three important common pronunciation difficulties. Further, the findings showed that peer-pressure (4.47), English rarely (4.42) and lack of English class activities (4.40) as top ranked factors contributed in mispronunciation. Finally, the findings highlight the students are regularly assessed (4.52), teachers use activities (4.50) and teachers gives time (4.47) as revealed that effective strategies employed by teachers for improving English pronunciation skills.
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