Diagnosing EFL Learners’ Pronunciation and Speaking Problems Through Technology-Enhanced Strategies: A Preliminary Study at SMPN 1 Majasari
DOI:
https://doi.org/10.21009/ijlecr.v11i1.54759Keywords:
Pronunciation, Speaking, EFL Learners, Language Challenges, Preliminary StudyAbstract
Diagnosing pronunciation and speaking problems among EFL learners is essential to ensure effective oral communication and language development. Many students in EFL contexts face challenges in pronunciation and fluency due to first language interference, lack of exposure to authentic models, and psychological barriers. This preliminary study aims to identify the specific problems encountered by EFL students and the underlying causes, forming the basis for a future intervention. Conducted at SMPN 1 Majasari with 34 eighth-grade students, the research employed a qualitative approach using pre-tests, interviews, and document analysis. The results show that 85% of students faced mispronunciation issues, 95% had fluency and coherence problems, and 90% experienced anxiety when speaking. These findings highlight the urgent need for pedagogical support. This study proposes integrating Google Translate and storytelling to enhance pronunciation and expressive fluency, setting the stage for classroom action research.
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