The effect of using repeated reading strategy on students' faulty pronunciation

Abstract EN

The present study aims to explore whether repeated reading strategy can help students improve their pronunciation or not.

It also tries to find out and analyze different types of pronunciation errors that may be made by students in relation to segmental features.

The pronunciation errors are classified into four categories: selection, ordering, omission and addition.

The sample of the study consists of 38 students divided into an experimental and a control group.

The experimental group received the treatment in the form of repeated reading strategy while the control group was taught by the traditional method.

An experiment of 12 weeks has been conducted to fulfil the purposes of the study and to verify its two null hypotheses.

Using the formulas of chi-square and t-test for two independent samples, it is found out that there are statistically significant differences between the two groups in the reading posttest in the favour of the experimental group.

The findings support the effectiveness of using repeated reading strategy for improving students' pronunciation.

The finding also shows that the highest percentage of errors is of selection which is 45% while the lowest percentage of errors is of ordering which is 2% .

These are followed by errors of omission 28% and addition 25% .