Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

DOI: https://doi.org/10.46296/yc.v8i14edespab.0431

TEACHING PHONETICS FOR DEVELOPING STUDENT’S CONFIDENCE IN

SPEAKING SKILL

ENSEÑAR FONÉTICA PARA DESARROLLAR LA CONFIANZA DE LOS

ESTUDIANTES EN SUS HABILIDADES PARA HABLAR

Veliz-Ganchozo María Isabel ; Molina-García Pedro Fabricio ²

1

Estudiante de la Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros Mención

Enseñanza de Inglés, Facultad de Postgrado, Universidad Técnica de Manabí. Portoviejo,

Ecuador. Correo: mveliz2503@utm.edu.ec.

2

Docente de la Facultad de Ciencias de la Educación, Universidad Técnica de Manabí.

Portoviejo, Ecuador. Correo : pedro.molina@utm.edu.ec.

ORCID ID: https://orcid.org/0000-0002-4926-0204

Resumen

Hablar inglés como lengua extranjera requiere conocimiento del idioma, factores fisiológicos y

aspectos relacionados con la personalidad de los estudiantes, los cuales pueden trabajarse

eficientemente mediante intervenciones pedagógicas. Esta investigación tiene como objetivo

fortalecer las habilidades orales de estudiantes de secundaria a través de la práctica lingüística

apoyada en la fonética. Utilizó un paradigma posmoderno y un enfoque de investigación mixto.

La muestra estuvo compuesta por dieciocho estudiantes, todos asistieron a una escuela

secundaria privada ubicada en el cantón Manta, Ecuador durante el año 2023-2024. Los

instrumentos para la recopilación de datos son (1) cuestionario Likert y (2) prueba de habilidad

para hablar de SPEECHACE LLC en la prueba previa y posterior. Como resultado, el equipo

investigador presenta una intervención educativa utilizando la fonética para mejorar las prácticas

lingüísticas. Se concluye que todos los estudiantes mejoraron su habilidad oral de 0,30 a 2,30

puntos después de la intervención educativa. Además, los participantes muestran avances en su

confianza en sí mismos para expresar sus ideas y sentimientos utilizando el idioma de destino.

Palabras claves: Comunicación, educación, inglés, Idiomas, Fonética.

Abstract

Speaking English as a foreign language requires knowledge of the language, physiological

factors, and aspects related to the students’ personality, which can be worked efficiently using

pedagogical interventions. This research aim is to strengthen the speaking skills of high school

students through linguistic practice supported by phonetics. This study used a postmodern

paradigm and a mixed research approach. The sample population consisted in eighteen students,

all attended in a private secondary school located in canton Manta, Ecuador during 2023-2024.

The instruments for collection of data are (1) Likert questionnaire and (2) Speaking skill test of

SPEECHACE LLC in pretest and posttest. As a result, researcher team presents an educational

intervention using phonetics for improving the language practices. It concludes that every student

improved speaking skill from 0,30 to 2.30 points after the educational intervention. In addition,

participants showed progress in their self-confidence to express their ideas and feeling using the

target language.

Keywords: Communication, education, English, Languages, Phonetics.

Información del manuscrito:

Fecha de recepción: 12 de enero de 2024.

Fecha de aceptación: 20 de marzo de 2024.

Fecha de publicación: 04 de abril de 2024.

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8

Veliz-Ganchozo et al. (2024)

persistence of the students' fear of

making mistakes and facing ridicule

from the rest of the companions, (5)

Students' lack of knowledge of

grammar in their mother tongue and

lexicon.

1

. Introduction

Ecuadorian students resist assuming

the differences between English and

Spanish languages, especially in

their way of pronunciation and writing

skills. they intend to handle the

English languages just as they do in

their mother tongue. In such

condition it is required the execution

of educational interventions that

have as goal to improve learners’

confidence the speaking skill.

To the best comprehension of the

term phonetics, it is the study of

speech sounds, their physiological

production, and acoustic qualities. It

deals with the configurations of the

vocal tract used to produce speech

sounds; they are the articulatory

phonetics. The acoustic properties of

speech sounds are the acoustic

phonetics, and the manner of

combining sounds to make syllables,

words, and sentences known as

linguistic phonetics (Ladefoged,

Intriago et al. (2019) ratify that

students begin university studies

without reaching the minimum

knowledge expected in English as a

foreign language. Besides, Bravo

and Alves (2021) affirm that

Ecuadorian EFL teachers confirm the

lack of good foundations in teaching

English in primary education.

Perhaps the main reasons is that

many educational institutions in

Ecuador do not have specialist

teachers on English Language

pedagogy. Other reasons are (1) the

lack of preparation in the contents of

the subject, (2) the limited

participation of the student in the

classroom activities, and (3) the

overcrowding of the classrooms for

classes and practices. In addition,

there are two more reasons: (4) the

2

024). In addition, Carrión and

Carrión (2023) affirm the factors

influencing on learner’s

communication apprehension for

speaking in a foreign language are

self-esteem, character, opinions,

imagination, learning manner, stress,

level of maturity, and cultural

experience.

educational

Consequently,

intervention

any

should

consider students' confidence in the

lesson plans in secondary

educational system.

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

The authors’ motivation to execute

this research is to contribute to

improve the English as a foreign

language instruction in Ecuador and

support students to deal with their

fear to speak English language in

public. The research begins with the

literature review of constructs (1)

Literature review

English speaking skills and

perceptions of student self-

confidence

Efficient communication is a relevant

factor that contributes to the

professional and personal success of

everyone. Speaking is a complex

English

speaking

of

skills

and

challenging

productive

perceptions

student

self-

communication skill in any language

used (Khabbazbashi, 2017).

confidence, (2) Students' fear of oral

skills assessment in English

In English as a foreign language

language class, and (3) Humanistic

Practice in Education. Here, this

work finds a research niche to solve.

Thus, the research questions are:

(EFL) class, students must strive to

expand knowledge of the use of

grammar,

improve

expand

vocabulary,

choose

pronunciation,

1

.

What are the participants’

appropriate intonation and achieve

the required fluency (Asdar, 2017).

perceptions about speaking in the

English class practices?

Thus, speaking is

a

relevant

2

.

How can a teacher use the

communication skill for people in

professional, academic and good

interpersonal relationships. Thus,

academics in Language such as

Underwood (2017) affirm that the

study of grammar allows students to

understand the theory about how

language works. It is for this reason

that grammar is the first element that

people need to strengthen their

ability to speak, since there they will

obtain the structures required to form

sentences correctly. However, when

a person speaks, he or she combines

phonetics to improve participants’

speaking skills?

3

.

What are the changes in the

participants’ speaking skills after the

educational intervention?

This research aim is to Strengthen

the speaking skills of high school

students through linguistic practice

supported by phonetics.

2

0

Veliz-Ganchozo et al. (2024)

knowledge

of

language,

has, the more accurately they will be

able to express a complex message.

physiological considerations, and

personality characteristics. Thus, the

realization of discourse is related to

the confidence that people have in

their own abilities (Ličen and

Bogdanović, 2018).

The aspects of the evaluation of

speaking competence in English

consider the characteristics of the

students' voice and speech, such as:

the volume and intonation of the

Pennington (2019) states that the

second most relevant element for the

voice,

fluency,

gestures,

understanding and projection of the

person who issues the message

through speaking. However, other

factors appear such as speed and

development

of

speech

is

pronunciation. She focuses on

preparing the student to acquire

clarity and comprehensive speech.

These two elements are constantly

evolving in students from the initial

level, when they learn the correct

pronunciation of the word, to

advanced levels where they learn to

refine the pronunciation, but also to

communicate a message using the

delay,

clear/confusing speech, fast/slow

pronunciation and

loud/soft

voice,

acceptable/unacceptable use of

words, perception of security or

insecurity, favorable attitude or

unfavorable to speech (Ličen and

Bogdanović, 2017). In this scenario,

the evaluation of speaking foreign

language is the cause of extreme

fear among students worldwide. This

fear can cause a high degree of

anxiety (Leong and Ahmadi, 2017).

In this sense, Ličen and Bogdanović

(2017) state that students experience

appropriate

words.

However,

another of the elements necessary to

achieve the development of speaking

in the use of English is vocabulary. It

is a group of words or phrases used

by people to communicate their

opinions, ideas, or feelings (Uchihara

and Clenton, 2018). For their part,

Goral and Bailey (2019) emphasize

anxiety,

shyness,

fear

of

disappointment,

competitiveness

that

increasing

vocabulary

and even laziness, which will

discourage them from practicing

speech expression, even if they have

the knowledge, skill, and experience.

acquisition is a crucial element in

learning a foreign language because

the richer the vocabulary one person

2

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

sufficient, therefore

practice consists of carrying out

conversations within

a

relevant

creativity strategies, use topics of

interest to the students, use

appropriate equipment and, above

all, execute actions aimed at

motivating the students. to learning

English. At this point, the contribution

of self-assessment in speaking

performance is highlighted, since it is

a practice that benefits students'

individual and group self-regulation.

A very useful exercise is recording

the voices of students using the

foreign language in conversation

practice.

a

communication environment that

simulates the genuine context of an

English-speaking location.

Wong (2017), the level of self-

confidence influences students'

performance when speaking in

another language. Therefore, it is

necessary for teachers to work on

reducing the fear of making

mistakes. Thus, instructors must

consider, in their class lesson plans

those activities that contribute to the

creation of learning environments

that support students’ confidence

Participants can listen to the

recordings and detect frequently

made errors in pronunciation and

stress of words. Hamad (2019), the

Speaking skill cannot be taught in the

same way that grammar is taught.

However, McNatt (2019) comments

that students and professionals from

different fields experience anxiety

when speaking because they feel

that they are not prepared to

communicate a clear message orally.

The probable reasons for having the

self-perception of not being ready to

speak in English are related to the

lack of material to deliver, limited

opportunities to practice or emotional

conditions (Marzuki et al., 2020).

with

teaching

materials

and

exercises that enhance the quality of

public presentations.

To Goral and Bailey (2019)

emphasize

vocabulary acquisition is a crucial

element in learning foreign

that

increasing

a

language because the more the

person has vocabulary, the more

accurately they will be able to

express themselves in a complex

message.

To Andrade (2019), the conversation

classes that achieve the objective of

strengthening speaking skills are

those that are articulated with

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Veliz-Ganchozo et al. (2024)

The instruction of EFL speaking

fears of public speaking in the 1940s.

In 1969, Watson and Friend defined

fear of negative evaluation as a trait

related to the “apprehension about

the evaluations of others, anxiety

about their evaluations, avoidance of

evaluative situations, and the

expectation that others will evaluate

themselves negatively.” (p. 449).

creates

the

appropriate

environments for students to put into

practice the knowledge they have of

vocabulary, grammatical structures,

linguistics, intonation and speed,

since it is in practice where students

determine the elements that they

require strengthening (Masruria and

Anam, 2021). Thus, the evaluation in

a Speaking class could become a

very difficult test to face, because

students consider that they are at

high risk of wasting time and money,

especially in the case of advanced

level studies in a foreign language

According to McCroskey (1984),

communication apprehension is “the

individual's level of fear and anxiety

associated with actual or anticipated

communication with another person.”

(p. 13). It occurs when people are

afraid to speak a foreign language

because they believe that they are

not prepared to do it correctly.

(

Thawabieh, 2017) and international

certification (Bello et al., 2020). The

assessment of English

Richmond and McCroskey (1989)

maintain that students have different

levels of apprehension about

speaking a foreign language in direct

relation to the fear of negative

evaluation. For Van der Pligt and Van

Schie (1991), negative evaluation

results have a relevant impact on

students' self-perception and positive

stimuli. Furthermore, they point out

that the way instructors present

assessment results can impact their

decisions on action, and the results

affect their social positions.

communication skills competencies

exposes students to high levels of

stress. Therefore, the execution of

motivational support activities for

learning English is essential (Sulon,

2

021). Thus, teachers must prepare

students so that they are able to

successfully face the international

certification test exams.

Students' fear of oral skills

assessment in English language

class

Psychologists educational

and

professionals began researching

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Teaching phonetics for developing student’s confidence in speaking skill.

Heimberg et al. (2010) describe fear

of positive evaluation as discomfort

with favorable evaluation, associated

particularly pronounced impairments

when they occur together. Therefore,

some individuals are sensitive to

social evaluations. Positive or

negative evaluations results affect

students and can cause different

stressor-type reactions related to the

close or distant social network,

cognitions,

and

behavioral

avoidance of such occasions.

Furthermore, positive evaluation

results in a relative shift upward in

the social hierarchy, putting the

individual in conflict with higher-

ranking members of the group. Such

an outcome can determine upward

hierarchical movements and ensure

a stable intermediate position in the

social hierarchy, while negative

evaluations decrease social status

and prevent downward changes in

the social hierarchy.

studies,

work,

and

everyday

daily

conflicts,

evaluated

(Reichenberger, 2018). However,

people can tolerate such impacts

well,

thus

refining

current

psychoevolutionary explanations of

negative or positive evaluations.

Furthermore, when students have

high self-esteem, they obtain better

academic performance because they

take on their academic challenges

with greater interest. They can use all

the assessment results to improve

their critical thinking (Gómez et al.,

Scholars Byrne et al. (2012) and

Thomas (2012) state that students

fear positive

evaluations. Both feelings of fear

have separate constructs.

negative

and

2

021; Mavrou and Dewaele, 2020),

Furthermore, Karademir (2015)

studies found that the fear of

negative evaluation was greater in

female students. However, both

fears can cause social anxiety in

people and require professional

treatment.

allowing them to achieve goals.

In such a context, Inini (2021)

maintains that emotional intelligence

positively contributes to students

facing different emotions that emerge

from the competitive environment

that characterizes academic life.

Experts such as Bensalem and

Alenazi (2023) suggest electronic

applications to support the evolution

Scholars such as Lipton et al. (2016),

Thomas (2012) agrees that positive

and negative evaluations are

different constructs, but they produce

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4

Veliz-Ganchozo et al. (2024)

of students' fear of communicating

publicly. This evidence can improve

people's self-esteem and support

their academic performance.

the way

a

student perceive

communication tasks and decreases

any threat or punishment, and (c)

visualization

successful

to

imagine

of

the

a

completion

Humanistic Practice in Education

communication. Nevertheless, the

pedagogical approach focusses on

improving learners’ communication

competences having as goal the

effective communication.

The education of the XXI century

require

to

innovate

teaching

practice

practices.

Humanistic

challenges the learners’ strengths

and weaknesses related to emotions.

According to Arquero et al. (2007),

there are two approaches to reducing

oral communication apprehension,

In such a context, Gage and Berliner

(1991) present the five main

objectives of humanistic practice in

education to consider. They are: (1)

the promotion of positive self-

direction and independence, (2) the

Development of the ability to take

responsibility for learning, (3) the

Development of creativity; (4) the

Promotion of curiosity, and (5)

Creating an interest in the arts.

including

behavioral

interventions.

Shanahan (2013)

and

pedagogical

Furthermore,

states that most students suffer in

silence due to their fear of public

speaking,

meetings,

and

group

oral

conversations,

presentations. Such a condition can

continue in work environments,

affecting professional’s evolution.

However, instructors can work oral

practice in a positive and supportive

classroom environment.

According to Ayres et al. (2000) the

students’ fear of public speaking is

related to their psychological and

physiological state, and attitudes

toward communication. They remark

the instructors work to reduce such

students’ conditions require the

Huitt (2009) ratifies the connection

between feeling and thinking. Such a

condition finds the necessary support

in humanistic teachers to consider

academic and emotional needs of

students to achieve better academic

achievements. Therefore, when the

technics

(a)

systematic

desensitization to train a person to

perceive the public as “non-

threatening rather than threatening”,

(b) cognitive modification to change

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

student has positive feelings about

himself, learn faster. Consequently,

one of the primary instructor’s

functions is to facilitate students’

learning process, changing the

traditional role of disseminator of

knowledge to become a facilitator of

learning.

the evaluation and feel more

comfortable. Otherwise, the

permanent grammatical negative

evaluation can cause stress, and

such a condition to make more errors

when speaking in a foreign language.

Finally, Yu (2022) proposes to study

the multiple emotions that emerge in

the learners, understanding that

emotions impact the student’s

achievements.

Scholars such as Smith et al. (2018)

study the influence of effects on

people's

achievement.

They

determined differences in the

generation of affective responses,

the representation of affective

responses, and conscious access.

Among the

previous studies,

Shafique et al. (2017), studied the

phenomenon of perfectionism as a

multidimensional construct with

adaptive

dimensions in school performance.

Thus, they concluded that

undergraduate

students show

and

maladaptive

Loureiro et al. (2020) insist on the

need for EFL instructors at various

levels of education to promote

friendly and frequent speaking

practices at different levels of

complexion, hoping that students will

have positive experiences using their

communication skills. It would help

students overcome their intrinsic

fears related to speaking ability.

and

graduate

maladaptive

perfectionism related to the fear of

negative evaluation. Such exposure

causes more stress in students.

Besides, Bravo and Alves (2021)

studied the influence of stress in the

face of various circumstances they

feel secondary education English

learners and found stressors

associated with the transition to

secondary school that can affect the

student's ability, mental health, and

academic performance. In English

class, students may experience

To Ghanizadeh et al. (2020)

instructors

must

humanize

classrooms to support student

learning. In oral practice using a

foreign language, the class requires

humanized instructors who make

empathetic corrections and support

students to deal with the pressure of

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Veliz-Ganchozo et al. (2024)

increased stress during speaking

practice.

male and 46,7% female. They all

attended to a private secondary

school in Manta City located in the

province of Manabí-Ecuador during

the execution of the research project.

The criteria of selection were: to

attend classes regularly, to be

students legally enrolment in the

institution, to accept the invitation to

participate in this research, and letter

of parents’ permission signed. See

table 1.

2

. Methodology

In this study, the researcher used a

postmodern paradigm. The generally

accepted

definition

of

postmodernism is well described by

Zeeman, Poggenpoel, Myburgh and

Van der Linde (2002) who write,

Postmodern theory sets about

dismantling most of our normal ways

of thinking about how meaning

interpretation and reality works.

Instruments and data collection

Speaking skill test

The instrument assesses the basis of

participants speech. It concentrates

on students’ ability to speak at length

This research applies documentary

review techniques and a mixed

research approach. Tashakkori and

Creswell, for example, take in

consideration how mixed methods

can be found at different research

stages: "Research in which the

investigator collects and analyses

data, integrates the findings, and

on

a

particular topic, using

appropriate language and organizing

their ideas in a logical way. The

version used is online test of

SPEECHACE LLC, Seatle, WA. The

test was applied to 18 students to

evaluate

the

participants’

draws

inferences

and

using

both

pronunciation, fluency, vocabulary,

and grammar use in the English

language. It offers a range of topics

that allowed students to choose a

topic which they feel free and

comfortable talking about. It aligned

to standard scoring rubrics of the

IELTS, PTE, TOEFL and TOEIC

tests, guided by thousands of natural

qualitative

quantitative

approaches or methods in a single

study or programme of inquiry."

(Tashakkori and Creswell, 2007, p.4)

Sample

The sample consists in eighteen

students

who

were

in

the

experimental group. The 53.3% were

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Teaching phonetics for developing student’s confidence in speaking skill.

language features necessary in

scoring high-stakes tests and test

results closely correlated and

comparable to IELTS, PTE, and

TOEFL scores. This test is also

Scientifically tested. It was evaluated

using thousands of speaking

samples by real test takers,

compared against blind evaluations

by professional test examiners,

delivered scores within 0.5 to 1.0

points awarded by human examiners

and assessed test, re-test reliability

score at 0.82 (Pearson Correlation

Coefficient). The test was taken in an

English laboratory at the participant

school supervised by the researcher

team, a link for the online test, and

earphones were given to students

and they answered questions orally

according to the topic they chose,

and this test took 3/5 minutes per

participant.

questionnaire to the students to know

the understudy’s uneasiness in

communicating in English and the

researcher discover understudy’s

tension in learning English. The

options to answers are 1 total

disagree and 5 total agree. The

instrument used the google form, the

fulfilled of the instrument takes about

6/8 minutes per participants. Fifty

students took the test. In addition,

students fulfilled a Likert-type Scales

questionnaire that consists of 33

items.

Proceeding

This research followed the next

stages.

Stage 1. Selection of the participants.

The selection was made randomly

from the members of the English

language club at a private high

school located in canton Manta,

Ecuador. Parents signed the

corresponding authorization and

permission letter.

Likert questionnaire

The goal of this instrument is to

collect data about participants

English language development. The

researcher used a questionnaire to

collect data that consists in 33

questions. The categories studied

are communication apprehension,

test anxiety and fear of negative

evaluation. The researcher gave

Stage 2. In this stage the research

team chose the instruments for the

data collection. The validation

process took 3 months due to the

limited time.

2

8

Veliz-Ganchozo et al. (2024)

Stage 3. Application of instruments.

3. Results and discussion

The

researcher

applied

the

The presentation of the results

follows the order of the research

questions that appear in the

introduction section.

instruments to students. For 1 week.

Stage 4. Intervention with phonetics

lessons. These lessons were applied

in the auditorium of the school. It

lasted eight week.

In answer to question 1: What are

the

participants’

perceptions

Stage 5. The data about students’

scores was analyzed using the

Statistic Package for Social Studies

SPSS version 29.

about confidence for speaking in

the English class?

In the table 1, it is possible to see the

participants

perceptions

about

Stage 6. Writing the final report. After

gathered all the information and

having the statistical analysis the

final report was written.

confidence for speaking in English

language class.

Table 1. Participants’ perceptions about confidence for speaking in the English class.

Items VD VA

23.5% 35.3% 11.8% 23.5%

D

N

A

1

.I never feel quite sure of myself when I am 5.9%

speaking English in the class.

. I do not stress when I make mistakes in the 5.9%

English Class.

. I shake when I realize I am to be approached 17.6%

in language class.

. I get in shock when I am not sure about the 11.8%

instructor’ explanations

. I have no objections in taking more English 11.8%

classes.

.During English class, I observe myself getting 5.9%

2

11.8% 47.1 17.6% 17.6%

3

29.8% 29.0% 17.6% 5.9%

17.6% 47.1% 23.5% 0.0%

11.8% 11.8% 17.6% 47.1%

4

5

6

0.0%

70.6% 23.5% 0.0%

distracted on things don’t have anything to do

with the class.

7

. I think that other students are better in English 5.9%

23.5% 11.8% 29.4% 28.4%

29.8% 29.0% 11.8% 17.6%

than me.

8. I’m not good doing my English test. 11.8%

9. I begin to freeze when I must communicate 11.8%

35.6% 35.0% 5.9% 11.8%

without planning in my English class.

0. I get stressed when the class is full of 11.8%

unknown vocabulary.

1. I am not sure why some people hate the 0.0%

English language classes.

1

17.6% 47.1% 23.5% 0.0%

1

5.9%

11.8% 41.0% 41.4%

2

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Teaching phonetics for developing student’s confidence in speaking skill.

1

2. In English class, I can get so apprehensive, I 17.6%

fail to remember things I know

3. I feel embarassed when I have to answer in 11.8%

English my English classes.

4. I feel more confortable when I communicate 17.5%

35.3% 23.5% 5.9%

58.8% 11.8% 5.9%

17.6%

11.8%

1

0.0%

52.9% 23.5% 5.9%

in English with local people, rather than native

speakers.

15. I get upset when I do not understand the 23.5%

41.2% 17.6% 17.6% 0.0%

teacher’s instructions.

1

6. I do not feel sure in my English

11.8%

35.3

23.5% 23.5% 5.9%

23.5% 29.4% 0.0%

17. Generally, I do not want to be in my English 47.1%

0.0%

language class.

1

8. I feel confident when I talk in English class.

11.8%

11.8% 35.0% 35.6% 5.9%

5.9% 35.3% 23.5% 23.5%

19. I’m worried about the possibility that my 11.8%

English instructor is prepared to address each

mistake I make.

2

0. My heart is accelerated when somebody asks 11.8%

11.8% 23.5% 47.1% 5.9%

29.4% 23.5% 17.6% 11.8%

me a question in English, and I do not

understand.

2

1. The more I study for an English test, the more 17.6%

confused I get

2. I don’t feel pressured to prepare very well for 0.0%

English class.

3. I always feel that the other students speak 5.9%

English better than I do.

4. I feel very self-conscious about speaking 5.9%

English in front of other students.

5. English class moves so quickly; I worry about 23.5%

getting left behind.

6. I feel more tense and nervous in my Englsih 23.5%

language class than others in class.

7. I get nervous and confused when I am 17.6%

speaking in front of the class.

8. At the point when I am headed to English 0.0%

class, I feel extremely lost.

9. I get anxious when I do not see the words the 23.5%

teacher says in written.

2

5.9%

41.0% 41.4% 11.8%

2

23.5% 23.5% 29.4% 17.6%

29.4% 35.3% 11.8% 17.6%

29.4% 35.3% 11.8% 0.0%

2

47.1% 23.5% 5.9%

0.0%

2

29.4% 23.5% 17.6% 11.8%

29.0% 23.5% 29.8% 17.6%

23.5% 35.3% 11.8% 5.9%

2

3

0. I get frozen when I do not prepare my 11.8%

answers for the English class, in advance.

1. I worry about my poor pronunciation and 0.0%

people do not understand me.

2. I’m not sure why some students get so 0.0%

annoyed with English classes.

3. I can feel so afraid in the English class that I 17.6%

0.0% 17.6% 58.8% 11.8%

11.8% 11.8% 47.1% 29.4%

0.0% 23.5% 41.2% 35.3%

41.2% 17.6% 5.9% 17.6%

3

do not remember the grammar and words that I

already know.

Source: Likert questionaire used with the participants. Sep(2023).

Note: VD= Very Disagree, D= Disagree, N= Neutral, A=Agree, VA= Very agree.

3

0

Veliz-Ganchozo et al. (2024)

The maximun participants’ score

given to the items related to the

confidance to speak in English are:

Item 20. My heart is accelerated

when somebody ask me a question

in English and I do not understand;

4

7,1%

For Very Desagree. – Only one item

has the maximun score.

For Very Agree:

Item 17. Generally, I do not want to

be in my English language class;

Item 5. I have no objections in taking

more Englsih language classes;

47,1%

4

7.1 %

For Disagree, the three maximum

scores are:

Item 11. I am not secure why some

people hate the English language

classes; 41,4%

Item 13. I feel shame to answer in my

English class; 51.1 %

For Neutral, the three maxumun

scores are

Item 26. I feel more tense and

nervious in my Englsih language

class than in other classes; 47.1%

Item 6.During the English language

class, I observe that my attitud of self

contemplation has nothing to do the

class; 70,6%

Item 15. I get ungry when I am not

secure of the teacher instructions;

4

1.2 %

Item 14. I feel more confortable when

I communicate in English language

with local people; 52,9%

Item 33. I can feel so much afraid in

the English class that I do not

remember the grammar and words

that I already know; 41.2%

Item 4. I get in shock when I am not

sure

about

the

instructor’

explanations; 47,1%

For Agree:

Item 10. I get stress when the class

is full of unknown dialect; 47,1%.

Item 30. I get frozen when I do not

plan my answers in the English

language class; 58,8%

A key factor to consider is the

students’ learning process is

confidence to express their ideas and

feelings in a freely way. The results

obtained in this research showed

harmony with the opinion of Wong

Item 31. I worry for my poor

pronunciation and people do not

understand me; 47,1%

3

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

(

2017). When state that learners

In answer to question 2: How can

a teacher use the phonetics to

improve participants’ confidence

for speaking English?

combine knowledge of the language

with personality characteristic to

produce in the target language. It

means, when learner used to be

short at moment of speaking in

mother tongue, they do the same

when they speak in the target

language.

In answer to question 2, the authors

design and execute an educational

intervention that uses phonetics in

English language practice to improve

the participants speaking skills. The

educational intervention it is a group

of teaching and learning activities to

strength the learner’s language skills.

It lasted 8 eight weeks and consisted

in 24 sessions. See table 2.

Table 2. Educational intervention plan

LESSON 1

Language aim:

Materials

Objectives of the lesson:

To practice the

vowels sounds

➢

Internet

Computer

Speaker

Projector

Worksheets

To classify the 44 sounds of

International of phonetic Alphabet

to learner’s

improve

the

confidence to speak in English.

Time

Description

Interaction

patterns*

Skills / language

content practiced

5

Definition

Teacher to Listening

students

the

minutes What is the phonetic Alphabet

How many sounds are there

sounds of vowels.

Speaking:

repeat

the vowels sounds

Teacher to Game: relax the

15

Practice the 12 vowel sounds

Minutes Close and open vowel sounds

https://carterschoolofenglish.com/ipa/

students

facial muscle

Listening

and

Steps

repeat the sounds

Identify the

sounds.

Teacher to Color,

Color the

sounds

students

Pronunciation.

according

Students to

students

to

the

symbol.

30

Pronouns

Minutes the words

3

2

Veliz-Ganchozo et al. (2024)

applying the correct sound and

pronunciation.

Categorize words: the teacher says

some words and students categorize

5

minutes according to the phonetic symbol.

Anticipated problems

Internet connection and Power problems

Possible solutions

Whiteboard and

markers

and

Teacher’s voice

LESSON 2

Objectives of the lesson:

Language aim:

To practice the

diphthong sounds

Materials

➢

Internet

Computer

Speaker

Projector

To Recognize the 8 diphthong

sounds of the International

phonetic Alphabet for improving

the learner’s confidence to speak

in English

Worksheets

Time

Description

Interaction Skills / language

patterns* content practiced

5

Watch a video of diphthong sounds

Teacher to Listen to the sounds

minutes Listen and practice the sounds

Identify the symbol of each sound

students

and repeat them

15

Practice individually the 8 diphthong Teacher to Game: relax the

Minutes sounds

Close and open sounds

https://carterschoolofenglish.com/ipa/

students

facial muscle

Repeat the sounds

individually.

Identify

sounds.

Color

the

Teacher to Color

the

students

Pronunciation

Steps

30

sounds

Minutes according to the

symbol.

Students to

students

Pronouns

the

words applying

the correct sound and pronunciation.

Pronunciation task: Put the words into Teacher to Write the words in

5

the correct box and use a dictionary students

the correct chart

Pronounce

minutes to check, then read the words aloud.

the

Students to words

students

Read the words

aloud

Anticipated problems

Internet connection and Power problems

Possible solutions

Whiteboard and

markers

and

Teacher’s voice

LESSON 3

Objectives of the lesson:

Language aim:

To practice

consonants

Materials

the

➢

Internet

Computer

Speaker

Projector

Worksheets

To

Recognize

the

24

consonants sound of the

International phonetic Alphabet

for improving the learner’s

confidence to speak in English .

3

Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

Time

Description

Interaction

patterns*

Skills

/

language

content

practiced

5

Watch a video of consonants sounds

Teacher to Listen

the

minutes Listen and practice the sounds

Identify the symbol of each sound

students

sounds

repeat them

and

15

Practice in group aloud the 24 Teacher to Game: relax the

Minutes consonants sound.

https://carterschoolofenglish.com/ipa/

students

facial muscle

Repeat

the

sounds

individually.

Steps

Identify the sounds.

Classify the sounds into voice and Teacher to Classify

voiceless.

Occlusive: Bilabials, alveolars, velars.

students

Pronunciation

practice

30

Minutes Fricative: labiodental, dental.

Students to

Nasal-bilabial, n alveolar, n velar, lateral, students

Pronouns the words applying the correct

sound and pronunciation.

Pronunciation task: say aloud the Teacher to

5

phonetic sound of consonants.

students

Pronounce the

words

minutes

Students to Read the sounds

students aloud

Anticipated problems

Possible solutions

Internet connection and Power problems

Whiteboard and markers and

Teacher’s voice

This educational intervention is

concentrated in activities to improve

students’ confidence to speak in

English. The use of phonetics can

In answer to question 3: What are

the changes in the participants’

speaking

skills

after

the

educational intervention?

improve

the

participants

In the tables 3.a. and 3.b. is possible

to see the results of participants’

speaking skills pretest and posttest

pronunciation resulting in the

improvement of communication in

English language.

Table 3a. Pretest of participants’ speaking skills.

Sex Pronunciation Fluency Vocabulary

7,50 5,30 4,00

Participants

Grammar

5,60

1

2

3

4

5

6

7

2,00

1,00

2,00

1,00

2,00

7,30

7,90

7,20

6,90

6,40

7,70

5,80

6,60

5,30

4,90

5,20

6,50

4,70

6,70

4,10

5,40

5,10

4,70

5,00

6,50

5,10

5,60

6,10

5,00

3

4

Veliz-Ganchozo et al. (2024)

8

9

1

1,00

7,50

8,20

7,10

7,80

7,00

7,60

7,40

7,10

6,40

7,90

8,20

6,40

7,10

5,70

5,60

5,70

6,40

6,60

5,70

5,20

6,60

7,10

5,90

4,20

5,20

4,00

5,30

4,00

5,20

5,10

6,70

4,20

5,60

4,50

5,10

5,30

4,50

5,80

4,10

5,10

6,10

6,50

4,50

2,00

1,00

2,00

1,00

2,00

1,00

0

1

2

3

4

5

6

7

8

N= 18

Source: registers of the research project (2023).

Table 3.b. Posttest of participants’ speaking skills.

Participants

Sex

Pronunciation

Fluency

Vocabulary

Grammar

1

2

3

4

5

6

7

8

9

1

2,00

1,00

2,00

1,00

2,00

1,00

2,00

1,00

2,00

1,00

2,00

1,00

7,20

7,80

8,00

7,00

7,60

7,40

6,40

7,80

7,30

7,40

8,00

7,30

8,20

7,80

7,50

6,70

8,10

8,30

5,90

5,50

5,90

6,60

7,80

5,1

6,20

7,40

5,3

6,00

7,40

4,00

6,70

4,60

5,70

6,00

5,40

6,20

5,90

5,20

5,60

4,50

6,00

6,80

4,50

5,40

5,10

6,10

7,10

5,90

6,30

6,20

5,80

6,70

6,90

5,80

5,30

7,90

7,10

6,80

5,50

5,90

5,50

5,30

5,50

5,90

6,10

5,50

5,90

6,10

7,20

4,60

0

1

2

3

4

5

6

7

8

N= 18

Source: registers of the research project (2023).

Table 4. Changes in the participants speaking skills

Participants

Sex

Final score

pretest

5,60

Final score

posttest

Difference

1

2

3

4

2,00

1,00

2,00

0,60

1,60

0,80

-0,10

6,20

6,70

7,70

5,30

5,10

6,90

5,40

3

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

5

6

7

8

9

1,00

2,00

1,00

2,00

1,00

2,00

1,00

2,00

1,00

5,20

5,70

4,70

6,30

4,00

6,00

4,70

6,30

4,00

5,70

6,90

4,00

1,40

1,00

1,40

0,30

2,00

2,30

0,40

1,35

0,35

2,18

2,30

0,53

0,60

2,16

6,60

6,70

6,10

6,60

6,00

6,30

6,40

6,05

6,65

6,18

6,30

6,23

7,50

6,16

1

0

1

2

3

4

5

6

7

8

1

Source: Students’ scores in speaking skills

The result obtained ratify the position

of Marzuk et al. (2020) When state

that didactic material is a key

element to support the progress of a

foreign language learner. Thus, the

results showed that two students with

the greatest progress in speaking

skill achieved 2.30. A third achieved

Discussion

Based on the literature review above

the results obtained in the field

investigation the authors agree with

the position of Wong (2017) related

to the learners’ self-confidence.

When it is weak it can impact

negatively

performance when speaking in a

foreign language. Thus, the

researchers agree about the need to

create meaningful learning

on

the

students'

2

.18. It is striking that a student

reported decline in the

development of speaking skill at -

.10. This is possibly since this

a

0

a

student was participating in the

school musical band at the same

time. The students used to leave the

classroom before the teacher gives

the instructions and feedback.

Another factor to consider is the

students confidence to express their

ideas and feelings in a freely way in

harmony with the opinion of Wong

environment to promote the learner’s

participation in speaking practice

even when they make mistakes. In

such circumstances, Marzuki et al.

(

2020) affirms that using didactic

material can improve the learner’s

stimulation for learning new

vocabulary following the correct

phonics.

(2017).

3

6

Veliz-Ganchozo et al. (2024)

In addition, researcher agree with the

position of Xu (2018), Hamad (2019)

when affirm that students cannot

develop the Speaking skills in the

same way they learn grammar.

When students learn speaking

following strictly the grammar

structure, they try to follow the

grammar rule, but the final effect is

that they speak robotically. It is not a

natural way of communication. The

speaking skills require permanently

practice and the use of phonetic can

be an enormous help tool.

Concerning

to

the

students’

perception about confidence to

speaking English language, their

reactions were positive to every item

in the Likert questionnaire. The data

collected showed the students'

comprehension,

opinions,

and

experiences learning the language in

speaking skill.

For the first indicator, communication

anxiety, the answers "Strongly

Agree" and "Agree" reported a

5

8.8%. It means they are afraid or

anxious to communicate with others.

Students feel afraid if they make

mistakes in English language. It

could be because they are being

laughed at by other students. They

feel also nervous, anxiety, and worry

about making mistakes when

speaking in English language.

Students in diverse levels of learning

feel low confidence because they do

not like to be observed and corrected

when they make any mistake on the

expression of ideas in the target

language. Such condition allows the

researchers to ratify the position of

McNatt (2019) when argues that

students feel anxiety when speaking

a foreign language, because they

think they are not prepared enough

to communicate a clear message

orally. In addition, to the position of

Kralova and Tirpakova (2019) when

state that students panic to speak in

front of an audience. Such as a

condition was observed in this

research.

For the second indicator, anxiety, the

result reported 47.1% of students'

Agree and Very Agree. This indicates

that students feel anxious, because

the process of evaluation. For

example, the exam produces a

sensation of insecurity and due fear

of failure.

And for the third indicator confidence,

4

7.1% of students answered “Agree

and Very agree”. Students are afraid

of making mistakes and especially in

3

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

pronunciation

and

oral

phonetic sounds made up of vowels,

diphthongs, and consonants.

communication because they are

afraid of negative evaluation from the

teacher.

The point of reference of (4)

grammar reports is 0.3, because of

no grammar practice intervention

and the lessons were focus on

practice pronunciation to improve the

confidence of students in speaking

skill. It is notable that the average

change in (2) Fluency is negative -

0.03. according to the observations

of the researcher of the present

participants needed more speaking

practice activities applying their

knowledge of phonetics acquired in

the intervention.

Concerning to the changes in the

speaking skills. -The comparative

pretest and posttest analysis show

that the general average of (5)

speaking skill is 0.47 points. It is

relevant to mention that the

execution

intervention consisted of 20 lessons

and the attendance of the

of

the

educational

participants was irregular, therefore

they did not follow the learning

sequence to better develop their

speaking skills. That is why it shows

a 0.47 % of change obtained from

participants who were consistent in

attending their lessons.

The researchers team recommend

for future investigation to execute a

longer educational intervention of

phonetics to get more elements that

allow to generalize contribution of

phonetic in the learner’s speaking

skills development. This educational

intervention of phonetic shows that

A more detailed study of speaking

skill test indicators shows a change

in (1) Pronunciation of 0.15 point, this

percentage means that participants

require a longer intervention than it

was done. Despite of, the sounds

were studied separately but the short

intervention time did not allow for

further pronunciation practice. In the

indicator (3) Vocabulary obtained a

phonetics

lessons

helped

their

participants

increase

vocabulary due to many words with

different sounds combination were

used for practicing the phonetics

symbols. Thus, giving them a sense

of confidence when speaking

because they do not make lot of

mistakes.

0

.72 point, it is due to the long list of

words that were used to practice

3

8

Veliz-Ganchozo et al. (2024)

The percentages of improvement

observed were obtained from the

participants who were consistent in

their classes and did not miss any

lesson. It means that a longer

strengthening of the speaking skills

of the participants in the research is

to

support

the

participants’

confidence for speaking English

language. These results can be used

in the design of teacher training

programs in English as a foreign

language to contribute to the

innovation of the national curriculum

and dynamization of speaking skill

practices using phonics with a

friendly approach that promotes

participation, confidence and pride in

the achievement obtained by

students. The weakness of this study

lies in the limited time for execution

the educational intervention, which

lasted three months due to the

policies of the institutions where the

research was carried out. However,

the results obtained strongly indicate

that the use of phonics help to reduce

students’ fear of speaking in public.

The scientific community is invited to

carry out our research efforts in the

line of innovation in speaking

educational

intervention

of

integrating phonetics lessons into

school English classes will help

students improve their ability to

speak in English. In addition, it

helped learners with their confidence

at moment of speaking. However, the

result shows that phonetics lessons

do not help the fluency of learners.

Rather, you could combine speaking

practices by applying correct

phonetic pronunciation. Since, it will

benefit students’ apprehension.

4

. Conclusions

Based on the literature review and

the results obtained in the empirical

part of this study, the researchers

declare that the objective of this

study has been 100% fulfilled to

teach phonetics to develop students’

confidence for improving English

language speaking skill. Thus, based

on the results of the speaking skill, it

is concluded that all students

improved between 0.30 and 2.30

points. In addition, the greatest

contribution of phonetics to the

practices

to

strengthen

communication skills in a friendly

environment. The authors of this

work expect that this work will

contribute to the strengthening of the

processes of teaching English as a

foreign language in a globalized

society that recognizes the prior

3

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 8, Número 14 (Ed. Esp. Abril 2024) ISSN: 2697-3456

Teaching phonetics for developing student’s confidence in speaking skill.

knowledge, soft skills, and interests

of learners.

comunicación.

REFCalE,

In:

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https://observatorioturisticoba

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