Say It Right: Its Impact on ESL Learners’ Pronunciation Accuracy and Confidence
- Aleth Yvonne B. Busa
- 855-861
- Aug 28, 2025
- Education
Say It Right: Its Impact on ESL Learners’ Pronunciation Accuracy and Confidence
Aleth Yvonne B. Busa
Leyte National High School, Lino Gonzaga Avenue, Downtown, Tacloban City
DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000072
Received: 16 July 2025; Accepted: 26 July 2025; Published: 28 August 2025
EXECUTIVE SUMMARY
Say It Right: A Fun and Easy Guide to English Sounds is an innovation aimed at improving the pronunciation and oral communication skills of Grade 11 Section Asset under the Accountancy, Business and Management Strand. Aligned with the K to 12 Basic Education Curriculum’s goal of strengthening learners’ proficiency and confidence in English communication, especially in Senior High School under the Academic Track, it addresses learners’ reluctance to participate in discussions due to fear of mispronunciation. Grounded in Krashen’s Input Hypothesis and supported by phonetic tools like the Vietor Triangle, the program employed engaging methods such as tongue twisters, drills, and role-plays. Implemented over five sessions with 36 students from Section Asset, it used a teacher-made pre- and post-test validated by experts. Results revealed statistically significant improvements in pronunciation and confidence (t(35)=11.82, p<0.001, d=1.97). The innovation eliminated the lowest proficiency level and raised 33% of learners to the proficient level. The paper recommends integrating the program into after-class Remedial, Reinforcement, and Enrichment (RRE) activities and involving parents to ensure its sustainability and broader impact.
INTRODUCTION
| Context and Rationale | The Say it Right innovation aligns with the Department of Education (DepEd) issuances that emphasize the development of learners’ communication skills and promote effective language teaching. Specifically, it draws from the mandates of DepEd Order No. 21, s. 2019, which highlights the importance of Multilingual Language Policy and strengthening English as a medium of instruction while ensuring students develop proficiency and confidence in communication.
The implementation of the “Say it Right” guide is essential for enhancing the phonetic awareness of English sounds among learners. As English is a global lingua franca, mastering its pronunciation is crucial for effective communication, particularly in diverse linguistic contexts. Research indicates that pronunciation significantly influences listeners’ perceptions of speakers’ competence and credibility (Derwing & Munro, 2005). The ability to produce vowel sounds accurately is fundamental to phonetic mastery. Vowels form the nucleus of syllables, and their correct articulation affects the clarity of speech. According to a study by Baker (2011), learners often face difficulties in distinguishing and producing English vowel sounds, leading to communication breakdowns. Moreover, Gilakjani (2016) emphasizes that explicit instruction in individual English sounds, supported by visual aids, significantly helps learners improve pronunciation. Improving pronunciation through structured practice not only enhances individual communication skills but also fosters confidence in social interactions. Effective communication skills are linked to improved social integration and academic performance (Hurd, 2005). By utilizing tongue twisters, sentences, and engaging activities from the guide, students will practice articulation in an enjoyable and interactive manner, promoting a positive learning environment. Say it Right is grounded in theories of language acquisition, particularly the Input Hypothesis by Krashen (1982), which posits that language learning is most effective when learners are exposed to comprehensible input slightly above their current proficiency level. The structured progression of sounds in the guide allows learners to gradually build their skills, reinforcing phonetic concepts through repetition and variation. This innovation aimed to address the issue of students’ reluctance to participate in class discussions when required to speak in English due to fear of being ridiculed for their pronunciation. Many students feel self-conscious about mispronouncing words, which hinders their confidence and engagement. According to a study conducted by Busa (2023), pronunciation, along with poor grammar skills and a lack of vocabulary, were identified as key factors contributing to the speaking difficulties experienced by Grade 11 and 12 ABM students This initiative focused on creating a supportive and non-judgmental learning environment, where pronunciation is developed through structured exercises and fun activities like tongue twisters. By improving their articulation skills in a gradual and enjoyable manner, students build confidence in their English-speaking abilities, reducing their fear of making mistakes and encouraging active participation in discussions. |
| Objectives | The general objective of the Say it Right innovation is to enhance students’ oral communication skills by improving their pronunciation and enunciation, building their confidence in speaking, and fostering greater engagement through interactive and enjoyable activities.
This innovation has the following specific objectives: 1. Improve pronunciation and enunciation among students. 2. Increase confidence in oral communication. 3. Promote greater students’ engagement through interactive and enjoyable activities. |
| Indicative Dates of Implementation | The innovation was completed over a five-month period. The proposal was submitted in December 2024, and the schedule of approved innovation proposals was released during the first week of January 2025. The innovation was formally presented on January 16, 2025. However, due to the numerous school activities that followed, the actual implementation began in March 2025. Sessions were held once a week—every Friday if the class had morning subjects, or during the Thursday lunch break if afternoon subjects were scheduled on Friday. A total of five sessions were conducted. The post-test was administered on April 3 and 4, 2025, to assess the learners’ progress and evaluate the overall impact of the intervention. |
| Target Professional Standard with Specific Domain/s, Strand/s, and Indicator/s: | Say it Right: A Fun and Easy Guide to English Sounds aligns with the Philippine Professional Standards for Teachers (PPST) by targeting key domains that enhance effective teaching and learning. It supports Domain 2 (Learning Environment) by engaging students in interactive pronunciation activities, and Domain 3 (Diversity of Learners) by addressing varied linguistic backgrounds through differentiated instruction. It also aligns with Domain 4 (Curriculum and Planning) by providing well-sequenced, learner-centered lessons, and with Domain 5 (Assessment and Reporting) using appropriate tools to monitor pronunciation progress. Lastly, it touches on Domain 6 (Community Linkages) by potentially involving community resources and parental support in developing learners’ communication skills. |
| Participants’ Profile: | The participants of the innovation were the Grade 11 students from the Accountancy, Business, and Management (ABM) Strand, specifically Section Asset. This section was selected based on the results of the Philippine Informal Reading Inventory (PHIL-IRI) Assessment, which revealed that it had the highest number of students performing at the frustration level. The class comprises a total of 36 students, with 11 males and 25 females, who require targeted support in oral communication, particularly in pronunciation and confidence-building activities. Notably, out of the 36 students, 14 belong to the frustration level in oral reading, highlighting the need for focused intervention. |
| Innovation Overview: | Say It Right: A Fun and Easy Guide to English Sounds is a phonetic-based instructional innovation designed to improve students’ English pronunciation through engaging, interactive, and learner-friendly strategies. Its key features include the use of visual tools like the Vietor Triangle, clear and simple descriptions of how each sound is produced, and practical reinforcement through sample words, sentences, and tongue twisters.
One of its key strengths is its format as a printed, pocket-sized booklet that students can conveniently carry with them every day (see Appendix A). Designed to be simple, clear, and easy to use, the guide allows learners to practice pronunciation during their free time, whether they are studying alone, working with a classmate, or engaging in fun activities with friends. With its step-by-step sound guides, sample words, sentences, and tongue twisters, the booklet supports self-paced learning and makes pronunciation practice accessible anytime, anywhere. This portability and ease of use encourage regular practice and help build confidence in speaking English beyond the classroom. The primary beneficiaries of the Say it Right innovation were the students who struggle with English pronunciation, particularly those who lack confidence in oral communication due to the fear of being ridiculed for mispronunciations. This initiative targeted the class who had the greatest number of frustration level in the oral reading test based on the PHIL-IRI result Additionally, it benefited proponent teacher by providing a structured approach to address common pronunciation issues, enabling them to foster a more inclusive and supportive environment. Through engaging activities, all students—regardless of their initial language proficiency—had the opportunities to enhance their speaking skills, boosting their self-esteem and participation in both academic and social interactions. Parents played a vital role in monitoring their child’s use of the “Say It Right” handbook. Using the Parent Weekly Report as a tracking tool, they monitored their child’s progress by asking about lessons learned and checking off completed pages in the handbook. This monitoring tool was then submitted to the teacher-proponent, providing a way to verify home-based engagement and ensure that the guide was being utilized effectively outside the classroom. |
Implementation Plan
Planning Phase
| Target Milestone | Actions / Activity | Expected Outputs | Responsible Persons | Support Needed From | Timeline |
| Preparation of instructional materials | Develop and finalize printed booklet with phonetic guides and activities | Ready-to-use printed Say It Right booklets | Proponent, Group Head | Languages and Communication Group Head | January 1-31,2025 |
| Student identification | Identify Grade 11 ABM students needing oral communication support | List of target students | Proponent/ English Teachers | School Records, PHIL-IRI Results | January 1-31,2025 |
| Printing and distribution | Print and distribute booklets to participating students | All students receive their own copy | Proponent/ School Admin Staff | School Printing Services | February 18-28 2025 |
Implementation Phase
| Target Milestone | Actions / Activity | Expected Outputs | Responsible Persons | Support Needed From | Timeline |
| Conduct Orientation Session | Introduce the program to students; explain objectives and how to use the booklet | Students oriented and motivated to participate | Proponent/ English Teachers | Class Adviser, School Admin | February 18-28,2025 |
| Introduction of Phonetic Concepts | Teach basic phonetic concepts using the booklet and Vietor Triangle visual aids | Students understand vowel and consonant sounds | Proponent | Language Experts | March 3,2025 |
| Guided Practice Sessions | Facilitate drills, minimal pairs, and peer practice activities | Students engage in interactive pronunciation exercises | Proponent | Classmates,
Parents |
March 3-14,2025 |
| Application Activities | Conduct role-plays, tongue twisters, and pronunciation games | Students apply learned sounds in real-life speaking contexts | Proponent | Peer Support | March 17-31,2025 |
| Monitoring and Feedback | Observe student progress; provide individual feedback and encouragement | Documented learner progress and increased confidence | Proponent | Subject Teachers | Throughout Implementation |
| Post-Test Administration | Conduct post-test using validated assessment tool | Measurable data on pronunciation improvement | Proponent | Languages and Communication
Group Head |
April 2-4,2025 |
| Collect and Analyze Feedback | Gather student reflections and teacher observations | Feedback report for program evaluation and improvement | Proponent | Students, Teachers | April 14-18,2025 |
Post Implementation Phase
| Target Milestone | Actions / Activity | Expected Outputs | Responsible Persons | Support Needed From | Timeline |
| Data Analysis | Analyze pre- and post-test results to measure improvement | Comprehensive report on student performance | Proponent | Languages
and Communication Group Head |
April 14-18,2025 |
| Feedback Review | Compile and review feedback from students and teachers | Summary of strengths, challenges, and recommendations | Proponent | Students, Teachers | April 14-18,2025 |
| Reporting and Documentation | Prepare final report detailing outcomes, impact, and insights | Complete documentation for stakeholders | Proponent | School Administration | July 2025 |
| Presentation to Stakeholders | Share results and recommendations with school leaders and faculty | Presentation materials and stakeholder engagement | Proponent | School Administration | July 2025 |
| Recommendations for Scaling | Develop action plan for scaling the innovation | Proposal for RRE integration and teacher training | Proponent/ School Heads | DepEd Officials, Curriculum Specialists | July 2025 |
| Plan for Sustainability | Identify resources and partnerships to sustain the program | Sustainability plan and resource allocation | Proponent | School Administration, Parents | Ongoing |
Fund Sources
| Phase/Milestone | Resource Needed | Budget Estimate | Approval Needed | Source of Fund |
| A. Pre-Implementation Phase | Printer, Laptop, Bond paper | 50,000 | School Principal
Asst. SHS Principal Languages and Communication Group Head |
School MOOE |
| B. Implementation Phase | TV, laptop, printer, and bond paper | 50,000 | School Principal
Asst. SHS Principal Languages and Communication Group Head |
School MOOE |
| C. Post-implementation Phase | Printer, Laptop, Bond paper | 10,000 | School Principal
Asst. SHS Principal Languages and Communication Group Head |
School MOOE |
Risk Management Plan
| Potential Problems | Seriousness | Likely Causes | Probability | Preventive Action | Contingent Action | Who | When | Cost |
| Students may lose or forget their booklets | Moderate | Lack of responsibility or interest | High | Remind students regularly; assign booklet monitors | Provide photocopies of key pages or shared group copies | Proponent / Class Adviser | Weekly, before each session | None,
Utilized existing school resources |
| Low student engagement during activities | High | Shyness, fear of mistakes, lack of confidence | Moderate | Use pair/group work and gamified activities; encourage a non-judgmental environment | Modify activities to be more interactive; provide encourage-ment | Proponent | Every session | None,
Utilized existing school resources |
| Sessions may be interrupted by other school events | Moderate | Conflicts in school schedule | Moderate | Coordinate with administration in advance to avoid scheduling conflicts | Rescheduled missed sessions or conduct catch-up activities | Proponent/ Class Adviser | Before implementation and weekly | None |
| Difficulty in monitoring all students during oral activities | Moderate | Large class size | Moderate | Assign peer monitors; use small group rotations | Use voice recordings for delayed assessment | Proponent | During implementation | None,
Utilized existing school resources |
| Lack of support or buy-in from other teachers | Moderate | Competing priorities, lack of awareness | Low | Conduct orientation and present expected benefits | Ask for short collaboration or support tasks only | Proponent | During lunch break | None |
| Students may not show improvement | High | Irregular attendance or lack of practice | Moderate | Provide consistent feedback and reinforcement; track progress closely | Offer remedial sessions or peer tutoring | Proponent | After class | None,
Utilized existing school resources |
Monitoring and Evaluation
| Level of M&E | Indicators | Methods and Tools | Data Sources | Schedule of M&E | Person/s Responsible | User of M&E Data |
| Impact / Goal | Improved oral communication skills among students | Comparative analysis of pre- and post-test results; qualitative reflections | Pre/post-test scores, student feedback | End of the program | Proponent | School Admin, Teachers, DepEd |
| Outcome | Increased confidence in speaking English | Student self-assessment checklist; teacher observations | Observation logs, student reflection forms | Weekly, during sessions | Subject Teachers | Communication and Languages Department |
| Output | Students complete all booklet activities and sessions | Session attendance records, activity checklists | Attendance sheets, completed booklets | Weekly, per session | Proponent, Class Adviser | Proponent |
| Learning | Teachers improve strategy in teaching pronunciation; students apply phonetic knowledge | Teacher reflection logs, class recordings, student outputs | Teacher journals, role-play scripts, student recordings | After each session and end of program | Proponent | Teachers, School Administration |
APPENDIX A
