PRONUNCIATION
DIFFICULTIES AMONG ECUADORIAN EFL STUDENTS: CAUSES AND CLASSROOM SOLUTIONS
Pierina Deciré Delgado Heredia
Maestría en Pedagogía de los Idiomas
Nacionales y Extranjeros, Mención Inglés
Universidad Laica Eloy
Alfaro de Manabí, Ecuador
pierina.delgado@pg.uleam.edu.ec
https://orcid.org/0009-0008-1941-3848
Manta, Ecuador
German Wenceslao Carrera Moreno
Universidad Laica Eloy Alfaro
de Manabí, Ecuador
https://orcid.org/0000-0002-4974-5615
Manta, Ecuador
Autor
para correspondencia: pierina.delgado@pg.uleam.edu.ec
Recibido: 04/05/2026 Aceptado: 26/06/2026 Publicado: 15/07/2026
ABSTRACT
Pronunciation
is an essential component of communicative competence in learning English as a foreign
language, as it directly influences intelligibility and oral interaction.
However, in the Ecuadorian educational context, students experience persistent
difficulties that affect their communicative performance. The objective of this
study is to analyze the main pronunciation difficulties of Ecuadorian students,
identify their causes, and propose pedagogical solutions. The research used a
literature review design, analyzing theoretical and empirical studies published
between 2015 and 2026 in academic databases and institutional repositories. The
results show that the most frequent difficulties are related to Spanish
interference, limited exposure to authentic English, lack of explicit instruction,
and affective factors such as anxiety. Furthermore, pronunciation tends to
receive less attention in the classroom than other language skills. The study
concludes that it is necessary to implement systematic pronunciation
instruction that combines explicit instruction, communicative activities,
technology, and low-anxiety learning environments. These strategies contribute
to improving students' intelligibility, confidence, and communicative
competence.
Keywords: communicative competence; English as a foreign language; linguistic
interference; pronunciation; pronunciation teaching.
DIFICULTADES
DE PRONUNCIACIÓN ENTRE LOS ESTUDIANTES ECUATORIANOS DE EFL: CAUSAS Y SOLUCIONES
EN EL AULA
RESUMEN
La pronunciación es un componente esencial de la
competencia comunicativa en el aprendizaje del inglés como lengua extranjera,
ya que influye directamente en la inteligibilidad y la interacción oral. Sin
embargo, en el contexto educativo ecuatoriano, los estudiantes presentan
dificultades persistentes que afectan su desempeño comunicativo. El objetivo de
este estudio es analizar las principales dificultades de pronunciación de estudiantes
ecuatorianos, identificar sus causas y proponer soluciones pedagógicas. La
investigación se desarrolló mediante un diseño de revisión de la literatura, en
el que se analizaron estudios teóricos y empíricos publicados entre 2015 y 2026
en bases de datos académicas y repositorios institucionales. Los resultados
evidencian que las dificultades más frecuentes se relacionan con la
interferencia del español, la limitada exposición al inglés auténtico, la falta
de instrucción explícita y factores afectivos como la ansiedad. Asimismo, se
identifica que la pronunciación suele recibir menor atención en el aula que
otras habilidades lingüísticas. Se concluye que es necesario implementar una
enseñanza sistemática de la pronunciación que combine instrucción explícita,
actividades comunicativas, el uso de tecnología y entornos de aprendizaje de
baja ansiedad. Estas estrategias contribuyen a mejorar la inteligibilidad, la confianza
y la competencia comunicativa de los estudiantes.
Palabras clave: competencia
comunicativa; enseñanza de la pronunciación; inglés como lengua extranjera;
interferencia lingüística; pronunciación.
INTRODUCTION
Pronunciation plays a
fundamental role in effective communication and is widely recognized as a key
component of communicative competence in English as a Foreign Language (EFL). Clear
pronunciation enhances intelligibility, facilitates interaction, and
strengthens learners’ confidence when participating in communicative
situations. Even when learners demonstrate adequate grammatical knowledge and
broad vocabulary, inaccurate pronunciation may hinder successful communication.
According to the Common
European Framework of Reference for Languages learners are expected to
communicate with reasonable fluency and clarity in familiar situations. At this
stage, students should be able to produce understandable speech, although they
may still present pronunciation errors influenced by their first language.
These difficulties affect intelligibility and may create barriers during oral
interaction, particularly in contexts where English is learned as a foreign
language.
In Ecuador, research
conducted by postgraduate scholars indicates that EFL learners experience
pronunciation difficulties due to multiple factors, including Spanish phonological
interference, limited exposure to authentic spoken English, and insufficient
classroom practice. These challenges are further exacerbated by contextual
constraints such as overreliance on textbooks, limited pedagogical resources,
and large class sizes, which restrict opportunities for individualized feedback
and oral interaction. From a pedagogical perspective, it is often observed that
learners demonstrate adequate grammatical knowledge but limited speaking
performance, frequently hesitating or avoiding oral participation.
Additionally, affective factors such as anxiety and nervousness, especially
under communicative pressure, significantly hinder pronunciation development
and reduce learners’ confidence and overall communicative effectiveness.
Despite its recognized
importance, pronunciation remains one of the most challenging aspects of
English learning in the Ecuadorian educational context. Students at this stage are
expected to communicate effectively in a variety of everyday situations;
however, many continue to struggle with sound production, word stress, rhythm,
and intonation patterns. These persistent difficulties often lead to
misunderstandings and reduced self-confidence in oral interactions such as
presentations, interviews, and conversations. Furthermore, pronunciation
instruction often receives limited attention in English classrooms, where grammar,
reading, and writing are prioritized. As a result, students often lack
systematic training and sufficient phonological awareness to recognize and
correct their own pronunciation errors.
In response to the
identified pronunciation challenges among learners in Ecuador, this study
proposes a set of pedagogical solutions grounded in current research and
classroom realities. Pronunciation instruction should be addressed
systematically and explicitly, incorporating both segmental features (vowels and
consonants) and suprasegmental features (stress, rhythm, and intonation). At
the same time, it should be integrated into communicative activities such as
role-plays, discussions, and task-based interaction to promote meaningful
language use. Increasing learners’ exposure to authentic spoken English through
audiovisual materials and digital tools is essential, while technology-enhanced
feedback can support self-monitoring and individualized practice.
By addressing these issues,
the study seeks to improve pedagogical practices and to enhance students’
intelligibility, confidence, and overall communicative competence. To
effectively address pronunciation difficulties among Ecuadorian EFL learners,
this research is guided by key questions that explore the role of applied
linguistics principles and the relationship between pronunciation and oral
performance:
-
How can principles of
Applied Linguistics explain the pronunciation difficulties faced by Ecuadorian
EFL students?
-
In what ways do
speaking and pronunciation as productive skills affect students’
intelligibility and oral performance?
-
Which effective
teaching methodologies can help reduce pronunciation difficulties in EFL
contexts?
Second
language acquisition
The distinction between
language acquisition and language learning was proposed by Krashen (1982) as
part of his Second Language Acquisition theory. Language acquisition is a
subconscious, natural process that occurs when learners are exposed to meaningful
communication, much as children learn their first language. In contrast,
language learning is a conscious process that involves the formal study of
grammar rules, vocabulary, and language structures. While learning helps
learners understand how the language works, acquisition is considered more
important for developing fluency and real communicative ability. Krashen (1972)
developed five hypotheses that explain how learners acquire a second language.
Krashen’s Input Hypothesis guides
the selection of literature focusing on the role of comprehensible input and
authentic exposure to English, which are repeatedly linked to improved
pronunciation acquisition. By framing input exposure as a key variable, the
review explicitly links linguistic data (phonological interference and learner
errors) to contextual factors such as limited classroom interaction and lack of
authentic materials.
Similarly, the Affective Filter
Hypothesis is operationalized to analyze affective barriers like anxiety and
confidence issues. Studies reporting emotional constraints on oral production
are interpreted within this framework, emphasizing the need for low-anxiety,
learner-centered environments. This connection supports the identification of
affective factors as both causes and obstacles in pronunciation development.
The Acquisition-Learning
Hypothesis shapes the pedagogical recommendations by foregrounding acquisition-oriented
techniques (e.g., communicative activities, multimodal input) alongside formal
learning methods (e.g., explicit phonetic instruction). This dual focus
reflects Krashen’s distinction between subconscious acquisition and conscious
language learning, proposing a holistic instructional model.
These hypotheses are
particularly relevant for pronunciation development because they emphasize the
importance of meaningful input, frequent exposure to spoken language, and supportive
classroom environments.
Interlanguage Theory,
proposed by Barone (2024), suggests
that learners develop a dynamic linguistic system between their L1 and L2. In
Ecuador, mastering pronunciation is a multifaceted challenge influenced by
Spanish phonological structures, such as vowel inventories and stress
placement. These deviations are part of an evolving system rather than a lack
of effort.
According to Paredes-Riera
(2020), pedagogy is a context-sensitive and situationally grounded field. For
Ecuadorian learners, pronunciation challenges must be addressed by considering
the country’s specific educational landscape. This perspective ensures that
teaching methodologies are effectively adapted to the students' evolving
linguistic realities and historical demands.
Studies in Second Language
Acquisition emphasize that the development of phonology differs from that of
grammar, as it requires both auditory discrimination and speech production mechanisms.
The Perceptual Assimilation Model (PAM) accounts for how native-language (L1)
experience shapes speech perception (Best, 1995). PAM says we hear new
languages through the "filter" of our first language. If a new sound
sounds almost the same as one we already know, we just lump them together. This
makes it very hard to hear the tiny differences between them.
Recent developments in
21st-century phonetics highlight the growing importance of voice quality as a central
component of speech production. According to Garellek
(2022), modern phonetic research has demonstrated that voice quality is not
merely a paralinguistic or expressive feature, but a linguistically relevant
phenomenon that can contribute to meaning distinction and intelligibility.
Supporting this
perspective, Gordon and Ladefoged (2001), argues
that phonation types such as creaky and breathy voice play a systematic role in
prosodic structure and phonological contrast across languages. His research
emphasizes that voice quality interacts with stress and intonation patterns,
reinforcing its phonological relevance. Similarly, Garellek
and Keating (2011) highlight the integration of acoustic, articulatory, and
perceptual evidence in understanding phonation contrasts.
From a pedagogical
perspective, Levis (2018) argues that pronunciation teaching should move beyond
segmental accuracy and incorporate suprasegmental and phonation-related
features to enhance comprehensibility. This aligns with Garellek’s
view that voice quality is an essential component of effective spoken
communication.
Productive process of language
Pronunciation changes how
well people understand what you say. You can know many words and have good
grammar, but if your pronunciation is bad, people might get confused. New
studies show that if you make mistakes with sounds, word stress, or the rhythm of
your voice, it is very hard for listeners to understand your message. Alghazo
et al. (2023) a recent longitudinal study conducted by Pesantez & Dellwo
(2023) examined individual differences in foreign language pronunciation
development, focusing specifically on vowel production among Ecuadorian
learners of English. Their findings revealed that learners exhibit significant
variability in the acquisition of English vowel contrasts over time, suggesting
that pronunciation development is not uniform and may be influenced by
perceptual sensitivity, exposure, and individual learner factors.
On the other hand, Bonilla
(2025) suggests that classroom solutions for learners should incorporate
structured phonics-based activities, guided pronunciation drills, and
opportunities for controlled and communicative oral practice. Rodríguez (2025)
emphasizes that while teachers recognize the importance of speaking practice,
pronunciation is often addressed implicitly rather than systematically. In contrast,
Rojas and Venegas (2025) argue that many pronunciations problems stem from
insufficient explicit instruction in phonetic principles, including
articulatory phonetics and phonemic awareness.
Choe et al. (2025),
argues that effective pronunciation approaches in EFL contexts must integrate
segmental and suprasegmental training to strengthen comprehensibility and
fluency. In the Ecuadorian high school context, Sarango & Nesterenko (2022), the Repositorium
UTPL identified common pronunciation difficulties, particularly in vowel
production, consonant articulation, and stress placement, that negatively
affect oral production and listener understanding. Furthermore, Caisaguano
(2024), in a study from the University of Cuenca Repository, highlights that
affective factors, limited exposure, and insufficient guided speaking practice
hinder the development of accurate pronunciation, ultimately reducing students’
communicative performance. Collectively, these studies demonstrate that
speaking and pronunciation are interconnected skills: when pronunciation
accuracy improves, intelligibility increases, fluency becomes more natural, and
overall oral performance is strengthened.
Furthermore, Kang (2022)
highlights that prosodic feature, particularly prominence and intonation, are
key predictors of oral performance ratings. Research by Saito (2021) demonstrates
that improved pronunciation accuracy correlates with gains in fluency and
speaking proficiency over time. In addition, Thomson (2018) emphasizes that
explicit pronunciation training enhances learners’ confidence and spontaneous
speech production. Finally, Szpyra-Kozłowska &
Stasiak (2016). underscores that
phonological competence supports communicative effectiveness by reducing
misunderstanding and improving interactional flow.
Overall, these studies demonstrate
that speaking and pronunciation are interdependent productive skills: when
pronunciation improves, intelligibility increases, fluency becomes more
natural, listener effort decreases, and students’ overall oral performance is
significantly strengthened.
Effective teaching methodologies
One of the most influential
approaches is communicative language teaching (CLT), which focuses on
meaningful interaction, real-life communication, and learner participation. This
approach is closely connected to Stephen Krashen's Input and Affective Filter
Hypotheses.
Krashen argues that
language acquisition occurs when learners are exposed to comprehensible input
in low-anxiety environments. Similarly, CLT promotes authentic communication
and supportive classroom settings, allowing students to practice pronunciation naturally
while reducing fear and increasing confidence. The roles of teachers and
learners also change significantly, as learners become active participants who
collaborate and take responsibility for their learning, while teachers act as
facilitators who guide communication and provide feedback. Materials are often
authentic and designed to reflect real-life language use, sometimes supported
by digital tools.
Effective teaching
methodologies that reduce pronunciation difficulties in EFL contexts integrate
explicit phonetic instruction, multimodal input, communicative practice,
technology-enhanced feedback, and learner self-regulation. Current pronunciation
pedagogy emphasizes intelligibility, suprasegmental awareness, and meaningful
classroom integration rather than isolated drills (Pennington, 2021).
Multimodal approaches combining visual, auditory, and kinesthetic input have
proven effective (Panyathikul & Poopatwiboon,
2025), while innovative instructional designs
highlight technology integration and interactive digital environments (Ping & Tao, 2025).
Additionally, structured pronunciation
interventions yield measurable gains, particularly when incorporating rhythm-
and phonics-based methods such as chant instruction and bilingual rhythm
training (Al-Asi, 2024; Kunova & Kralova, 2025).
Technological innovations
also play a central role in improving pronunciation (Moncayo, 2023) . Tools such as robot tutors, acoustic
feedback software, visual prosody cues, gamified applications, and AI-driven
systems enhance segmental accuracy and fluency (Barriuso &
Hayes-Harb, 2018; Anggraini, 2022; Kotake,
2024; Majidi
et al., 2025).
Furthermore, strategies
such as peer feedback, corpus-based shadowing, metacognitive self-monitoring,
and drama-based prosody workshops contribute to improving learners’
pronunciation and communicative competence (Qian
et al., 2023; McKinnon, 2025; Pérez, 2026). Overall, combining communicative,
cognitive, technological, and prosodic approaches provides a comprehensive
pathway to reducing pronunciation difficulties and improving intelligibility in
EFL learners.
METHODOLOGY
This study adopts a
systematic literature review methodology aligned with applied linguistics
research standards. The primary objective is to synthesize and critically
analyze existing theoretical and empirical evidence regarding pronunciation
difficulties experienced by Ecuadorian EFL learners, as well as to identify
pedagogical solutions relevant to the local educational context.
Multiple academic databases
and institutional repositories were consulted to ensure comprehensive coverage of
relevant studies. These included Google Scholar, Scopus, JSTOR, and Ecuadorian
university digital archives, notably from Universidad Técnica Particular de
Loja and Universidad de Cuenca. Search queries combined terms such as “English
pronunciation difficulty,” “EFL learners,” “Spanish interference,” “Ecuador,”
“phonological awareness,” “second language acquisition,” and “pronunciation
teaching.” Boolean operators (AND, OR) facilitated precise searches.
To maintain focus and relevance,
studies were selected based on:
-
Target population:
EFL learners with proficiency around B1 (intermediate) level, as defined by the
Common European Framework of Reference for Languages (CEFR).
-
Context: Research
conducted within Ecuador or comparable Spanish-speaking EFL environments to
ensure sociolinguistic relevance.
-
Time frame:
Publications from 2015 to 2026 to reflect current pedagogical realities and
research trends.
-
Content focus: Works addressing
pronunciation challenges, causal factors, affective elements, and classroom
solutions or teaching methodologies.
-
Type of publication:
Peer-reviewed journal articles, theses, dissertations, conference papers, and
institutional reports written in English or Spanish.
Exclusion criteria included
studies aimed at native English speakers, unrelated language skills (e.g.,
reading-only), or those predating 2015.
An initial retrieval of approximately
70 publications was conducted. Title and abstract screening reduced this to 45
articles and papers. Subsequently, full texts were reviewed to confirm
alignment with inclusion criteria, and duplicates were removed, resulting in a
final corpus of 40 relevant studies. Reference lists of key studies were also
mined for additional influential sources.
The selected studies were
analyzed using thematic content analysis to identify and group recurring patterns
related to pronunciation difficulties and their causes, theoretical
underpinnings, and proposed pedagogical interventions.
Themes included segmental
and suprasegmental pronunciation challenges, L1 interference effects, limited
authentic input, anxiety and confidence issues, and explicit versus implicit
pronunciation instruction approaches. Comparative and contrastive analyses were
applied to reveal converging insights and debates within the literature, guiding
the development of evidence-based recommendations for Ecuadorian classrooms.
As the study reviews
publicly accessible secondary data and published literature, no direct ethical
approval or participant consent was required. Proper attribution of sources has
been ensured throughout the research.
The review is inherently limited by the scope and quality of the
existing literature, which displays variability in research design, sample
sizes, and contextual specificity. The predominance of qualitative over
quantitative data in some cases may impact on the generalizability of findings.
Future empirical studies are encouraged to complement this foundational
analysis.
.
RESULTS
The findings of this literature review confirm
that pronunciation among EFL learners in Ecuador results from a complex
interaction of linguistic, affective, and pedagogical factors. Across the
analyzed studies, a consistent pattern emerges: learners struggle primarily with
vowel production, consonant articulation, and suprasegmental features such as
stress and intonation.
These difficulties are strongly linked to the
influence of Spanish phonological structures, which shape learners’ perception
and production of English sounds.
Research within the Ecuadorian context
emphasizes that challenges in vowel and consonant production are primarily due
to interference from Spanish phonological patterns.
For instance, Pesantez and Dellwo (2023) identified
that vowel accuracy is significantly hindered by these prior linguistic
structures, suggesting that increased exposure to authentic English is vital
for development. Similarly, Sarango Ajila, C. S., & Nesterenko, N. A.
(2019) concur that vowel contrasts and intonation patterns represent a
substantial hurdle for student intelligibility.
Regarding specific articulations, Rodríguez
(2019) emphasizes the need for explicit phonetic instruction using minimal pairs,
and highlights the recurring difficulty learners face with consonant clusters
such as /st/ and proposes flipped classroom strategies to maximize practice
time within the school environment.
The integration of technology and direct
instruction has proven to be a fundamental pillar for improving oral
proficiency. Herrera (2023) recommends integrating technological tools to
provide visual and auditory feedback on complex grammatical endings, such as
the final -s.
Along the same line, Martínez and Pauta
(2025), along with Rojas and Venegas (2025), argue that the direct teaching of
sounds, stress, and intonation not only improves accuracy but also fosters
self-monitoring skills and increases the confidence of Ecuadorian learners.
.Table 1. Theoretical
Foundations of Pronunciation
|
Author and location |
Main idea |
Suggestions |
|
Pesantez & Volker (2023). Study
conducted with Ecuadorian learners and published by the University of Zurich in
the Zurich Open Repository and Archive. |
Analyzed the
development of vowel production among Ecuadorian learners of English. The
study concludes that many learners experience difficulties producing English
vowels accurately due to the influence of Spanish phonological patterns. |
The authors
suggest strengthening pronunciation instruction in EFL classrooms in Ecuador
by incorporating focused vowel practice, listening activities, and greater exposure
to authentic spoken English to improve students’ intelligibility and
pronunciation development. |
|
Armas & Pila (2025). Study conducted in
public schools in Ecuador. |
The study
concludes that pronunciation is often underemphasized in English classes,
with teachers focusing more on grammar and vocabulary. |
The authors
suggest integrating systematic pronunciation activities, such as listening
discrimination exercises and guided speaking practice, to help students improve
intelligibility and develop stronger oral communication skills in EFL
classrooms. |
|
Esterenko (2019). Thesis conducted in Ecuador. |
The study
identifies several factors affecting oral production among EFL learners,
including pronunciation difficulties, limited vocabulary, speaking anxiety,
and lack of opportunities for oral practice. These
factors reduce students’ fluency and confidence in communication. |
In Ecuador, it is
recommended to increase speaking opportunities in the classroom, integrate pronunciation
practice into communicative activities, and foster a low-anxiety learning
environment to help students improve their oral production and confidence in
English. |
Table
2. Causes
of Pronunciation Difficulties
|
Citation |
Main ideas |
Suggestions |
|
Sarango Ajila & Nesterenko (2019). Study conducted in
Ecuador. |
The
study found that Ecuadorian EFL learners commonly face difficulties with
English vowel and consonant sounds, as well as intonation patterns. These challenges
are mainly influenced by the phonological differences between Spanish and
English, which affect learners’ pronunciation and overall intelligibility. |
The
authors suggest that in Ecuador teachers should incorporate targeted
pronunciation activities that address specific problem areas such as vowel
contrasts, consonant sounds, and intonation. |
|
Toasa
(2022). Master’s thesis conducted in Ecuador. |
The
study found that Ecuadorian EFL learners have difficulties producing /st/ consonant
clusters, often adding an extra vowel sound (e.g., “eschool”
instead of “school”) due to Spanish phonological influence. |
The
author suggests implementing flipped classroom strategies in EFL contexts in
Ecuador, where students can practice pronunciation through videos and digital
materials before class. In-class time can then be used for guided speaking
activities, feedback, and interactive tasks focused on difficult sounds like
consonant clusters, helping learners improve their pronunciation and confidence. |
|
Rodríguez (2019). Study conducted
in Ecuador. |
The study analyzes
vowel pronunciation difficulties among EFL learners, emphasizing that
differences between the Spanish and English vowel systems lead to confusion
and inaccurate production, which affects learners’ intelligibility. |
In Ecuador, it is
recommended to implement explicit teaching of vowel sounds through phonetic
instruction, use of minimal pairs, and listening discrimination activities. Additionally,
integrating pronunciation practice into communicative tasks can help learners
improve accuracy and confidence in speaking. |
Table
3. Effective
Teaching Strategies
|
Citation |
Main Idea |
Suggestion |
|
Herrera
(2023). Study conducted with high school EFL students in Ecuador. |
The study applies a
technology-based phonetic analysis approach to examine the pronunciation of
the -s ending in English. It shows that students have difficulties with correct
pronunciation of plural and third-person singular endings. |
In Ecuador, it is
recommended to integrate technological tools to support pronunciation
instruction. Teachers can use these tools to provide visual and auditory
feedback, helping students improve their accuracy in pronouncing grammatical
endings like -s and enhancing their overall intelligibility. |
|
Martínez and Pauta (2025) |
The study examines how
explicit phonetics instruction supports the development of speaking proficiency
in EFL learners. It highlights that direct teaching of pronunciation elements
such as individual sounds, stress, and intonation helps students improve
accuracy, intelligibility, and overall oral performance. |
In Ecuador, it is
recommended to integrate explicit phonetics instruction into the English
curriculum, combining explanation with guided practice. Teachers should
include activities like phonetic drills, minimal pairs, and communicative speaking
tasks to strengthen pronunciation and increase students’ confidence in
speaking English. |
|
Rojas (2025)
. Study conducted in Ecuador. |
The study conducted a study in Ecuador analyzing
the impact of explicit phonetics instruction on EFL learners’ speaking
proficiency. The findings show that students improve their pronunciation,
fluency, and intelligibility when they receive direct instruction on sounds,
stress, and intonation combined with guided practice |
The study suggests that in
Ecuadorian classrooms, teachers should focus on developing students’
phonological awareness and self-monitoring skills, encouraging learners to
actively notice and adjust their pronunciation rather than relying only on
repetition or correction. |
DISCUSSION
The
findings of this literature review confirm that pronunciation among EFL
learners in Ecuador results from a complex interaction of linguistic,
affective, and pedagogical factors. Across the analyzed studies, a consistent pattern
emerges that learners struggle primarily with vowel production, consonant
articulation, and features such as stress and intonation. These difficulties
are strongly linked to the influence of Spanish phonological structures, which
shape learners’ perception and production of English sounds. From a theoretical
perspective, the results support the principles of Stephen Krashen’s Second
Language Acquisition theory. The Input Hypothesis suggests that limited
exposure to comprehensible spoken English restricts learners’ ability to
internalize accurate pronunciation patterns.
Additionally,
the Affective Filter Hypothesis explains how factors such as anxiety and lack
of confidence, as identified in previous studies, can hinder language
acquisition by reducing learners’ ability to process input effectively. At the
same time, the Affective Filter Hypothesis helps explain how anxiety and lack of
confidence, as identified in studies such as Nesterenko (2019), negatively
affect students’ willingness to speak and, consequently, their pronunciation
development. In the Ecuadorian context, where opportunities for authentic
communication are often limited, these affective barriers become even more
significant.
The
results also highlight a critical gap between theory and classroom practice.
Although research emphasizes the importance of pronunciation for intelligibility,
studies by Armas and Pila (2025) demonstrate that pronunciation instruction is
frequently underemphasized in favor of grammar and vocabulary. This imbalance
contributes to students’ lack of phonological awareness and their inability to
self-correct errors. Furthermore, the absence of systematic pronunciation
training limits the development of both segmental and suprasegmental
competence, which are essential for effective communication.
Another
important finding is the strong relationship between pronunciation and overall
oral performance. As shown in the studies by Pesantez and Volker (2023),
improvements in pronunciation, particularly in vowel production. In terms of
pedagogical implications, the discussion reveals that effective pronunciation
instruction in Ecuador requires a combination of approaches rather than a
single method. On the one hand, explicit phonetic instruction, as highlighted by
studies such as Martínez (2025) and Rojas (2025), is essential to develop
learners’ awareness of sound production and phonological features. On the other
hand, communicative approaches such as Communicative Language Teaching (CLT)
provide opportunities for meaningful interaction, allowing learners to apply
pronunciation in real communicative contexts. This dual approach is
particularly effective when aligned with Krashen’s principles, as it combines
comprehensible input with low-anxiety environments.
CONCLUSION
This literature review provides a critical analysis of
pronunciation difficulties experienced by Ecuadorian EFL learners, revealing
that these challenges stem from a complex interaction of linguistic
interference from the L1 (Spanish), limited authentic input, pedagogical gaps,
and affective factors such as anxiety. The evidence emphasizes that
insufficient explicit pronunciation instruction, coupled with low exposure to meaningful
oral communication, substantially impedes learners’ intelligibility and oral
performance.
The findings advocate for a systematic, evidence-based
approach to pronunciation pedagogy that integrates explicit segmental and
suprasegmental training within communicative frameworks. Additionally,
integrating technology-enhanced feedback mechanisms and fostering low-anxiety,
learner-centered environments are indispensable for optimizing pronunciation acquisition.
The interplay of cognitive, linguistic, and emotional factors requires that
instructional methodologies transcend isolated drill-based practices in favor
of holistic, multimodal interventions.
To address the curricular and institutional
deficiencies in Ecuadorian EFL education, it is imperative to prioritize
pronunciation instruction alongside other language skills, supported by
adequate resources and teacher training. Such comprehensive pedagogical strategies
have the potential to significantly improve learners’ phonological awareness,
self-monitoring abilities, and ultimately their communicative competence in
English.
Future research should explore the longitudinal impact
of integrated pronunciation interventions in diverse Ecuadorian educational
settings to provide further empirical validation and inform best practices.
[1]Note:
This article is part of a research project of the Pedagogia de los Idiomas Extranjeros
program, entitled: Development of the linguistic skills of the college students
in Ecuador
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