Managing Classroom Practices Involved in English Pronunciation Instruction

Abstract

The primary goal of teaching and learning English is to enable students to communicate effectively. This study analyzed the English teachers’ own practices in pronunciation instruction. The study was descriptive in nature, and the target population consisted of higher secondary school English teachers at District Kotli. A sample of thirty teachers was considered for data collection. A semi-structured interview was designed in light of research objectives and questions. Simple random techniques were used for this study. For data collection, the researcher personally visited schools in the district Kotli AJ&K with the prior permission of the concerned administration. It was found that teachers have great classroom teaching practices for clear and consistent pronunciation. Providing feedback and correction is crucial for students' progress; regular practice and repetition are important to improve pronunciation skills. It was concluded that teachers possessed a solid foundation in language instruction, but they neglected to appropriately implement these strategies in their classroom instruction. It is recommended that English language learning be made easier for students by encouraging perfect context in the English books, integrating technology, and utilizing pronunciation apps or online tools for additional practice.