Journal of ELT Studies

Yemeni EFL Learners' Typical Pronunciation Issues: Quantitative Analysis of Enhancement via Structured Interview-Based Intervention I

Ebtissam Ezzy — 2025-06-14

Abstract

In English as a Foreign Language (EFL) classes, effective communication requires proper pronunciation. For reasons that include insufficient teacher training, outdated curricula, and lack of teaching materials, pronunciation is neglected in many Arabic-speaking countries such as Yemen. This quantitative research study evaluates the effectiveness of a structured interview-based intervention designed to resolve common pronunciation problems faced by Yemeni EFL learners. A total of thirty students from Hodeidah University in their eighth semester participated in a two-week workshop aimed at segmental (consonant clusters, vowel alternation) and suprasegmental (stress, intonation) teaching. Pre- and post-intervention interviews, using Munro and Derwing's (1995) taxonomy, noted significant reductions in three primary sources of error: stress misplacement (50% reduction), vowel substitution (46.43% reduction), and consonant cluster reduction (56.25% reduction). Most of the errors, particularly L1 interference errors, 56.9% and 27.4% intralingual transfer within a constrained context, contributed to the defined result.

This highlighted a particular contribution of an error source analysis, which somehow drew attention to the restructuring, or even more profound alterations, to how educational resources are allocated beyond the curriculum-focused changes limited to supervision, teacher training, and tacit behavioral guidance. By tackling an overlooked yet vital aspect of EFL teaching in Yemen, this study fills an important gap while offering adaptable, practical interventions for similar regions facing pedagogical and infrastructural challenges.

Keywords: accent modification, Yemeni learners of EFL, research interviews, error analysis, first language influence, phonological modification.

How i+1 Is Differently Provided: Teacher Identity and Input Comprehensibility in a Vietnamese English-as-a-Foreign-Language Classroom

Nhật Hào Phan — 2025-12-31

This mixed-methods study explored how three distinct teacher profiles (one Vietnamese English-as-Foreign-Language (EFL) teacher, one native English-speaking teacher, and one non-native English-as-Second-Language (ESL) teacher) provided comprehensible input in a private-sector EFL classroom in Vietnam. Data were collected through classroom observations and learner reflection questionnaires. Observation notes were thematically analyzed to investigate their input-providing strategies, interactional patterns, and scaffolding techniques. Questionnaire data were analyzed descriptively to measure learners’ perceived comprehension and engagement. The unique effectiveness of teacher input was evaluated by comparing learners’ reported understanding across three classes and by examining classroom evidence of negotiation for meaning and uptake. The findings indicated that all three teachers succeeded in making input comprehensible but differed in pedagogical approaches: the Vietnamese teacher relied primarily on translanguaging practices, the native English-speaking teacher emphasized gestures and visual aids, and the non-native ESL teacher employed balanced linguistic simplification and interactive scaffolding. Notably, the ESL teacher’s input yielded the highest levels of perceived comprehension and sustained engagement among learners. The study highlighted the significance of the comprehensible input across teacher identities and suggested implications for language teacher development in multilingual contexts.

Silent Reading Difficulties Experienced in English Language by Junior Secondary School Students in Anyigba Education Zone, Kogi State Nigeria.

Timothy Ameh Ojochegbe — 2025-03-16

This study was undertaken to find out the silent reading difficulties experienced in the English Language by JSS 1 students in Anyigba Education Zone of Kogi State, Nigeria. The Ex Post Facto Design was adopted for the study. A total of 134 JSS 1 Students drawn from three schools in Anyigba Education Zone constituted the sample. Two of the schools were public schools, one located in the urban area while the second one is in the rural area. The third school is a private school located in the urban area since there was none in the rural area. In each of the three schools, one intact class was randomly sampled. A teacher-made English Reading Comprehension Test (ERCT) and an English Vocabulary Test (EVT) were developed, validated and used for data collection. Observation techniques were also used to obtain data for silent reading problems. The mean score and standard deviation were used to answer the research questions while t-test was used to answer the hypotheses at 0.05 significant levels. The major findings of the study were: The students understood what they read but have problems in reading in vocalization and sub-vocalization as well as finger-pointing, Students from the private school perform better in reading comprehension and vocabulary test than their counterparts in public schools. Some useful recommendations made were that reading courses be incorporated into the Junior Secondary School Curriculum instead of being couched as aspects of the English Language lessons. There should be collaboration between parents, the community and the school in the provision of reading empowerment for the child to help bridge the gap between those from low socio-economic background and those from high socio-economic background