Audiolingual method to enhance pronunciation in EFL learners

Abstract

Pronunciation is a key component of oral communication in English as a Foreign Language (EFL), yet it remains a significant challenge for Spanish-speaking learners, particularly in the production of the vowel sounds /ɪ/ (short i) and /iː/ (long i). This study examines the effectiveness of the Audiolingual Method (ALM) in improving the pronunciation of these vowel contrasts among first-semester EFL students at the Technical University of Cotopaxi. A sequential exploratory mixed-methods design was employed. Quantitative data were collected through a researcher-designed pre-test and post-test focusing on listening discrimination and oral production, while qualitative data were obtained through classroom observations during four audiolingual-based lessons. The sample consisted of 32 students selected through purposive sampling. Results showed significant improvement after the intervention: no student reached an excellent level in the pre-test, whereas 25 students achieved an excellent level and 7 reached a good level in the post-test. The findings indicate that the Audiolingual Method effectively enhances pronunciation accuracy, oral intelligibility, and learner confidence in Ecuadorian EFL contexts.