Audio-assisted Phonological Awareness And Speech Production: Evidence From Primary Classrooms
Auteurs : Kasmi Siham .
Résumé
This classroom-based study explored the effectiveness of audio-assisted learning in developing phonological awareness and speech production among 25 third-year pupils at Chahrour Mohamed Primary School in Tiaret. The study was motivated by the need to explore engaging techniques for helping young EFL learners improve their ability to recognize and produce English sounds. A mixed-methods approach was adopted, involving pre- and post-intervention observations as well as qualitative classroom observation. The intervention lasted six weeks and consisted of six one-hour sessions integrated into regular English lessons. It included recorded sounds, words, and sentences, repetition and imitation activities, songs, sound-recognition games, oral guidance, and guided listening. The results showed noticeable improvements in sound recognition, which increased from 40% to 75%, pronunciation accuracy from 45% to 80%, and classroom participation from 50% to 85%. The observations also revealed greater learner confidence, motivation, and willingness to participate in speaking activities. Overall, the findings suggest that repeated exposure to audio input combined with guided speaking practice can positively support young learners’ phonological awareness, pronunciation, and oral production.
Mots clés
Audio-assisted learning ; Phonological awareness ; Pronunciation ; Speech production ; Young EFL learners
