Pronunciation Anxiety Among EFL Learners: Causes, Consequences, and Classroom Interventions
DOI:
https://doi.org/10.17507/jltr.1606.17Keywords:
pronunciation anxiety, EFL learners, classroom interventions, oral proficiency, affective factorsAbstract
Pronunciation anxiety poses a significant barrier to the oral proficiency development of English as a Foreign Language (EFL) learners. This study explores the causes of pronunciation anxiety, its impact on oral performance, and the effectiveness of targeted classroom interventions. Using a mixed-methods approach, quantitative data from anxiety scales and oral performance tests were combined with qualitative insights from semi-structured interviews involving 60 intermediate EFL learners at a university language center. Results identified key anxiety triggers, including fear of negative evaluation, unfamiliarity with English phonetic patterns, and insufficient speaking opportunities in authentic contexts. Pronunciation anxiety was found to lead to avoidance behaviors, reduced classroom participation, and compromised accuracy during speaking tasks. To address these challenges, three interventions were implemented over a 12-week period: peer-led pronunciation workshops, guided self-recording activities, and real-time formative feedback. Post-intervention findings showed a significant reduction in self-reported anxiety levels (p < 0.01) alongside improved pronunciation accuracy and fluency. Interview data also reflected increased learner confidence and participation. The study recommends incorporating affective support strategies into EFL pronunciation teaching and highlights the value of fostering a low-anxiety, supportive classroom climate. These findings offer useful implications for teachers, curriculum developers, and language education programs.
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