The effects of explicit pronunciation instruction on Chadian EFL speakers’ errors

Abstract

Though several SLA areas of interest hold the attention of considerable research in the 21^st century, error correction strategies remain an area that received little attention. This study on the effects of explicit pronunciation instruction on Chadian EFL speakers’ errors aims at examining whether the explicit pronunciation instruction is an effective strategy to correct segmental errors made by learners in spoken English. To this end, the quasi-experimental research was adopted. Therefore, tests were used to gather data. Pre- and post-tests were completed by two experimental groups from two high schools. Each group selected through the convenience sampling technique consists of six participants. Participants received pronunciation treatment on segmental features through the analytic-linguistic teaching approach along with audio-lingual teaching techniques and phonetic transcriptions. Data were analyzed following  Mbaiornom’s (2026) pronunciation instruction effects and Bobda and Mbangwana’s (2004) principles for pronunciation. The analysis of data revealed that the explicit pronunciation instruction was the effective corrective strategy, as it significantly correlated with the improvement of learners’ performance in the pronunciation of the back vowel /a:/, the post-alveolar /r/, the central vowel /ɜ:/, and an insignificant effect on the sounds /eɪ/, and the silent letters ‘a, o, e,’ The study recommends the use of the Integrative Pronunciation Instruction Approach along with combined error correction strategies to boost intelligibility in Chadian EFL learners’ speech productions.