Exploring the Relationship Between Pronunciation Awareness and Oral Communication Enhancement Among Urdu EFL Learner

Abstract

This study examined the oral communication skills of 40 Urdu EFL learners enrolled in a 16-
week listening and speaking program, aiming to explore the correlation between students’ improvement
in pronunciation and their level of pronunciation awareness, as evaluated through their perceptions of
the learning process. The course placed significant emphasis on both segmental and supra-segmental
elements, incorporating key phonological features such as connected speech processes, intonation
patterns, rhythm, stress, and overall fluency development. Throughout the course duration, students were required to compose weekly reflective articles to gauge their levels of pronunciation awareness.
Additionally, they engaged in structured read-aloud exercises and picture description tasks at both the
outset and conclusion of the program to assess their pronunciation progress. The comprehensive speech
analysis involved seven distinct metrics, focusing on fluency, pronunciation accuracy, and mastery of
both segmental and supra-segmental features. The results indicated significant improvements in the
learners' ability to accurately produce segmental sounds, demonstrate an enhanced understanding of
enchainment phenomena, and exhibit notable advancements in fluency, rhythm, and certain aspects of
intonation. Furthermore, the study identified multiple factors that were found to be closely associated
with learners’ pronunciation awareness and progress in speech development. The findings of this
research provide essential insights into second language (L2) pronunciation development and highlight
the interrelationship between targeted instructional strategies and learners’ awareness of their own
phonological improvement. These findings underscore the importance of integrating structured
pronunciation awareness activities into EFL programs to maximize students' oral proficiency and
communication effectiveness.