Consonant Pronunciation Errors Made by Saudi EFL Students: Causes from Teachers’ Perspective

Ashwaq A. Aldaghri

English Language Teaching, 2025, vol. 18, issue 11, 93

Abstract: Mastering spoken language is crucial for effective communication. However, learning English as a foreign language (EFL) presents challenges, particularly in pronunciation. The aim of the present study is to discover the reasons behind consonant pronunciation errors made by Saudi intermediate-school students (aged 13-15 years). Four experienced teachers were interviewed to get deeper insight from experts in the field about the factors behind the students’ level. The results revealed that age, interference of L1, students’ carelessness and lack of motivation, and the English curricula and instructors were the primary causes of the issue. Finally, several pedagogical insights were discussed to mitigate the problem of poor pronunciation among intermediate-school students. A comprehensive pedagogical design, involving curriculum, instructor, and learner, with a needs analysis, contextualized language use, teacher training, and technology integration, can bridge language learning challenges.

Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/0/0/52379/57043 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/0/52379 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:18:y:2025:i:11:p:93

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().