Enhancing Pronunciation Skills through the Eclectic Method in University-Level English Teaching

Abstract

This study examines the impact of the eclectic approach on enhancing pronunciation skills in university-level English learners, focusing on both segmental and suprasegmental features. Employing a quasi-experimental design, students were divided into experimental and control groups, with the experimental group receiving instruction through varied techniques, including minimal pairs, shadowing, intonation practice, role-play, and technology integration. Results revealed significant improvements in pronunciation accuracy, fluency, and communication confidence among students in the experimental group. Qualitative feedback indicated high student engagement and satisfaction, underscoring the flexibility and comprehensiveness of the eclectic approach. These findings highlight the potential of integrating eclectic pronunciation techniques into university curricula to meet diverse linguistic needs and improve overall communicative competence. Recommendations for further research include examining long-term impacts and exploring the role of digital tools in eclectic pronunciation teaching.