Enhancing English Consonant Pronunciation Through Experiential Learning Among Thai In-Service Student Teachers

Abstract

This study aimed to 1) develop and implement an Experiential Learning Theory (ELT)-based pronunciation training program for Thai in-service student teachers, 2) evaluate its effectiveness in improving English consonant pronunciation proficiency, and 3) investigate students' satisfaction with the program in terms of content and delivery, learning activities, instructional design, and learning outcomes. The study focused on problematic English consonants frequently encountered by Thai EFL learners, particularly initial consonants, final consonants, and consonant clusters. The participants consisted of 40 third-year English Education major students from a Rajabhat University in the South-Northeast region of Thailand. A quasi-experimental one-group pre-test and post-test design was employed.
The pronunciation training program was developed based on the four stages of ELT: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). The 30-hour intervention consisted of articulatory training, guided pronunciation practice, peer feedback, self-recording activities, IPA-based exercises, and communicative pronunciation tasks. Data were collected through pronunciation pre-test and post-test assessments and a student satisfaction questionnaire. The data were analyzed using descriptive statistics, paired-samples t-tests, and effect size analysis. The findings indicated that the ELT-based pronunciation training program was successfully developed and implemented. The program was effective in improving participants' English consonant pronunciation proficiency, as evidenced by significantly higher post-test scores than pre-test scores (p < .001), with large to extremely large effect sizes at both the word and sentence levels. Regarding students' satisfaction, participants reported high to very high levels of satisfaction across all four evaluated aspects of the training program. These findings suggest that ELT provides an effective pedagogical framework for enhancing English consonant pronunciation among Thai in-service student teachers by promoting active engagement, reflective learning, articulatory awareness, and communicative pronunciation practice.