Systemic Barriers and Emerging Strategies in English Pronunciation Teaching: A Review of Contemporary Research across Different Educational Contexts
DOI:
https://doi.org/10.65339/ijsis.V1.I1.33Keywords:
Communicative Competence, ESL/EFL, First Language Interference, Pronunciation Instruction, Reflexive Thematic Analysis, Systemic Barriers, Suprasegmental Features, Technology-Assisted InstructionAbstract
This narrative literature review examined systemic and institutional barriers affecting pronunciation instruction in ESL/EFL contexts, the challenges experienced by teachers and learners, and instructional strategies that may improve pronunciation teaching. The review was conceptually anchored in pronunciation, suprasegmental features, first language interference, thematic analysis, and systemic barriers. It employed narrative analysis supported by Reflexive Thematic Analysis, using a deductive approach involving familiarization, coding, theme development, review, and interpretation. From 20 initially considered articles, 11 empirical studies published between 2019 and 2025 were retained as units of analysis based on predetermined selection criteria and analyzed using a thematic coding framework. The findings identified interconnected challenges involving limited teacher confidence and pedagogical preparation, learner anxiety and motivation, first language interference, inadequate curricular attention, insufficient instructional time and resources, and an imbalance between segmental and suprasegmental instruction. The review also found that short-term interventions may produce limited improvement, emphasizing the need for sustained pronunciation development. Promising strategies included contextualized and communicative activities, culturally responsive materials, explicit pronunciation instruction, technology-supported practice, and balanced attention to segmental and suprasegmental features. The study concluded that pronunciation difficulties are primarily systemic rather than solely attributable to teachers or learners and recommended stronger teacher preparation, curriculum integration, institutional support, resource allocation, and sustained communicative and technology-supported instruction. The study aligns with Sustainable Development Goal 4: Quality Education by supporting improvements in the quality and effectiveness of English language instruction. Its sustainability impact is primarily educational and institutional, while also supporting technological and sociocultural sustainability through teacher capacity development, appropriate use of technology, and recognition of linguistic and cultural diversity.
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