STUDENTS' PERCEPTIONS OF PHONETICS-BASED PRONUNCIATION INSTRUCTION IN ENGLISH LANGUAGE CLASSROOMS

Abstract

Pronunciation is an important aspect of English language learning because it enables learners to communicate clearly and confidently. However, in many English as a Foreign Language (EFL) classrooms, pronunciation receives less attention than grammar, vocabulary, reading, and writing. As a result, many university students struggle to pronounce English sounds accurately despite having good knowledge of other language skills. Phonetics-based pronunciation instruction helps learners understand speech sounds, stress, rhythm, intonation, and the International Phonetic Alphabet (IPA), leading to improved pronunciation and oral communication. This study investigates the perceptions of BS English students regarding phonetics-based pronunciation instruction at Islamabad Model Postgraduate Colleges for Boys and Girls. The study employs a quantitative descriptive research design, and data are collected through a structured questionnaire administered to 150 BS English students from different semesters. The responses are analyzed using descriptive statistics, including frequencies and percentages. The findings indicate that most students have positive perceptions of phonetics-based instruction because it improves pronunciation accuracy, speaking confidence, listening comprehension, and classroom participation. Students also appreciate practical pronunciation activities, such as IPA practice, stress and intonation exercises, minimal pairs, and guided speaking tasks. However, some participants report challenges, including limited classroom practice, insufficient technological resources, and difficulties in learning phonetic symbols. The study concludes that effective pronunciation instruction should combine phonetic knowledge with practical communicative activities. The findings provide useful implications for English language teachers, curriculum developers, and educational policymakers to strengthen pronunciation teaching and improve learners' communicative competence in higher education.