Investigating Pronunciation Challenges Faced by EFL Students: Case Study of First Year LMD Students at the University of Bouira

Abstract

Effective communication in the English language requires a range of skills, with pronunciation being a particularly crucial one. Pronunciation has been identified as the most prominent feature of the English language, as well as the most difficult to teach and learn simultaneously. Despite its importance, learners, educators, and even educational programs often overlook it. This oversight has led to numerous challenges and issues that hinder the achievement of language proficiency and impede effective communication. Additionally, various factors related to the individual or their environment significantly exacerbate the situation. The objective of this research is to explore the perceptions of both teachers and students regarding the various pronunciation challenges encountered by first-year EFL students at the department of English at the University of Bouira, as well as the contributing factors. Besides, it aims at identifying pedagogical strategies and solutions to help learners overcome these barriers. To reach this aim, a case study research method is used with a mixed approach. The current study is concerned with first year EFL teachers and students as the sample consisted of 6 EFL teachers and 30 EFL students collected through the use of questionnaires given to both teachers and students. Google Form Platform is used to analyze the data obtained from the questionnaires. Then, the findings of each question are represented statistically as percentages to be analyzed both qualitatively and quantitatively. The results reveal that segmental and suprasegmental features of pronunciation are the major area of difficulty faced by students and lack of self-confidence and motivation are the main factors contributing to these challenges. Finally, the study highlights extensive listening as an effective strategy that enhance students’ pronunciation.