Improving English Pronunciation among EFL Undergraduates in China

Pronunciation is an important component of communication and plays a crucial part in learners’ intelligibility, confidence, and willingness to speak in English. However, many English as a Foreign Language (EFL) learners continue to face challenges in pronunciation despite having adequate knowledge of grammar and vocabulary. This study aimed to evaluate the effectiveness of a face-to-face Pronunciation Enhancement Program conducted for English major students in a university in China. The study employed a mixed-methods research design by integrating quantitative and qualitative data to obtain a comprehensive understanding of participants’ perceptions of the program. The participants consisted of undergraduate English majors from different semesters. The intervention was implemented in a special English pronunciation program involving interactive pronunciation activities, guided speaking tasks, instructor modeling, and corrective feedback. Quantitative data were collected using a Likert-scale questionnaire, while qualitative data were obtained through open-ended written responses. The findings revealed that participants responded positively to the program. The quantitative results showed high levels of satisfaction, perceived usefulness, increased confidence, and motivation to continue improving pronunciation. The qualitative results further supported these findings, with students frequently reporting improved pronunciation accuracy, clearer speech, enhanced confidence in speaking English, enjoyable learning experiences, helpful feedback, and vocabulary gains. Thus, even though the pronunciation program was short, it was found to provide meaningful, immediate benefits when delivered through structured, engaging face-to-face instruction. The findings suggest that supplementary pronunciation-enhancement initiatives may be valuable in higher education settings to support the development of oral communication among EFL learners. The study contributes to the growing body of research on pronunciation pedagogy and offers practical implications for language educators seeking to strengthen students’ speaking competence.

pronunciation enhancement, English majors, mixed-methods, EFL learners

1. Alimoradi, Z., & Adib, F. (2022). The effects of pronunciation anxiety and motivation on English learners’ willingness to communicate. Gist: Education and Learning Research Journal, (25), 42-63. [Google Scholar] [Crossref]

2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. [Google Scholar] [Crossref]

3. Chea, S., & Lo, W. Y. W. (2022). International connectivity and employability in Cambodian higher education: A case study of developing employability skills in English language education. Educational Research and Evaluation, 27(3-4), 335-356. [Google Scholar] [Crossref]

4. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications. [Google Scholar] [Crossref]

5. Damanik¹, S. F., & Khan, A. (2025, December). Enhancing Students' Memory and Learning Retention. In Proceedings of the International Seminar of Languages, Arts and Literature Education (ISLALE 2025) (p. 74). Springer Nature. [Google Scholar] [Crossref]

6. English, P., de Villiers Scheepers, M. J., Fleischman, D., Burgess, J., & Crimmins, G. (2021). Developing professional networks: the missing link to graduate employability. Education+ Training, 63(4), 647-661. [Google Scholar] [Crossref]

7. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage. [Google Scholar] [Crossref]

8. Husna, Z. F. (2021). The influence of students’ pronunciation and self-confidence on their speaking ability. Universitas Islam Negeri Walisongo. [Google Scholar] [Crossref]

9. Lasi, F. (2020). A study on the ability of supra-segmental and segmental aspects in English pronunciation. Ethical lingua: Journal of language teaching and literature, 7(2), 426-437. [Google Scholar] [Crossref]

10. Levis, J. (2020). Revisiting the intelligibility and nativeness principles. Journal of Second Language Pronunciation, 6(3), 310-328. [Google Scholar] [Crossref]

11. Martinaj, F. G. (2023). English-conflicting foreign languages and language management strategies in international business communication. European Journal of Applied Linguistics Studies, 6(2). [Google Scholar] [Crossref]

12. Munro, M. J. (2018). How well can we predict second language learners’ pronunciation difficulties?. The CATESOL Journal, 30(1). [Google Scholar] [Crossref]

13. Mutali, A. (2025). The Role And Place Of Pronunciation In Teaching Oral and Written Communication. Yessenov Science Journal, 2(51), 148-154. [Google Scholar] [Crossref]

14. Saito, K. (2021). Effects of corrective feedback on second language pronunciation development. Cambridge University Press. [Google Scholar] [Crossref]

15. Tiwari, H. P. (2023). Challenges in teaching pronunciation: Secondary level English teachers’ perspectives. Journal of Linguistics and Language in Education, 17(2), 1-29. [Google Scholar] [Crossref]

16. Zhang, H. (2024). The impact of English language development on internationalization of education. Lecture Notes in Education Psychology and Public Media, 34(1), 243-249. [Google Scholar] [Crossref]

17. Zhang, Y. (2025). Learners’ Beliefs and Investment in Their English Pronunciation Learning: A Case Study of English Major Undergraduates in a China University (Doctoral dissertation, University of Malaya (Malaysia)). [Google Scholar] [Crossref]

18. Zhang, R., & Yuan, Z. M. (2020). Examining the effects of explicit pronunciation instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905-918. [Google Scholar] [Crossref]

• Enhancing English Vocabulary Skills for Grade 9 Students ‘Using Deal or No Deal’ Game
• Enhancing Grade 8 English Engagement: Fill My Bag Strategy
• Enhancing Pre-Service Teachers’ Communication Competence: An Input to a Communication Skills Development Module
• Lower Secondary School Students' Attitude toward Reading in English
• Learner Autonomy and Attitudes toward Philippine English: Predictors of Grammar Performance among College ESL Students