Pronunciation Difficulties Among B1 Ecuadorian EFL Students: Causes and Classroom Solutions

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, B1-level students experience persistent difficulties that affect their communicative performance. The objective of this study is to analyze the main pronunciation difficulties of Ecuadorian B1-level 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.