Effects of English pronunciation instruction and the exploration of social values with second-graders.

This research study explores the effects of English pronunciation instruction while exploring social values with a group of second-grade students from a public school at Bogotá. By recognizing the lack of pronunciation instruction time within the EFL classroom while integrated with social values, th...

Full description

Autores:
Reyes Leon, Lina Gabriela
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2025
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/21185
Acceso en línea:
http://hdl.handle.net/20.500.12209/21185
Palabra clave:
Instrucción en pronunciación
Enseñanza de pronunciación del inglés
Valores sociales
Enseñanza de pronunciación con estudiantes de primaria
Pronunciation instruction
Social values
Critical language teaching
EFL classroom
Pronunciation instruction with primary students
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
id RPEDAGO2_c217124d8a0d4441d98d00016caa0039
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/21185
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv Effects of English pronunciation instruction and the exploration of social values with second-graders.
title Effects of English pronunciation instruction and the exploration of social values with second-graders.
spellingShingle Effects of English pronunciation instruction and the exploration of social values with second-graders.
Instrucción en pronunciación
Enseñanza de pronunciación del inglés
Valores sociales
Enseñanza de pronunciación con estudiantes de primaria
Pronunciation instruction
Social values
Critical language teaching
EFL classroom
Pronunciation instruction with primary students
title_short Effects of English pronunciation instruction and the exploration of social values with second-graders.
title_full Effects of English pronunciation instruction and the exploration of social values with second-graders.
title_fullStr Effects of English pronunciation instruction and the exploration of social values with second-graders.
title_full_unstemmed Effects of English pronunciation instruction and the exploration of social values with second-graders.
title_sort Effects of English pronunciation instruction and the exploration of social values with second-graders.
dc.creator.fl_str_mv Reyes Leon, Lina Gabriela
dc.contributor.advisor.spa.fl_str_mv Cruz Arcila, Ferney
dc.contributor.author.none.fl_str_mv Reyes Leon, Lina Gabriela
dc.subject.spa.fl_str_mv Instrucción en pronunciación
Enseñanza de pronunciación del inglés
Valores sociales
Enseñanza de pronunciación con estudiantes de primaria
topic Instrucción en pronunciación
Enseñanza de pronunciación del inglés
Valores sociales
Enseñanza de pronunciación con estudiantes de primaria
Pronunciation instruction
Social values
Critical language teaching
EFL classroom
Pronunciation instruction with primary students
dc.subject.keywords.eng.fl_str_mv Pronunciation instruction
Social values
Critical language teaching
EFL classroom
Pronunciation instruction with primary students
description This research study explores the effects of English pronunciation instruction while exploring social values with a group of second-grade students from a public school at Bogotá. By recognizing the lack of pronunciation instruction time within the EFL classroom while integrated with social values, the study aims to highlight the importance of fostering a critical perspective on language teaching and learning that consider both linguistic and social development. Through an action research approach, a series of classroom interventions were designed to develop pronunciation skills and to promote social values within students, such as self-esteem, teamwork and respect. Following a grounded theory approach, the analysis of data collected through field diaries and a questionnaire, reveals that explicit pronunciation instruction helps students become more aware of their oral production and, the integration of values created a respectful learning environment for themselves and others. This study supports the idea that pronunciation instruction in early education should be addressed critically to reflect both linguistic and social dimensions of language learning.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-06-20T15:05:18Z
dc.date.available.none.fl_str_mv 2025-06-20T15:05:18Z
dc.date.issued.none.fl_str_mv 2025
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/21185
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/21185
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Abu Rass, R. (2014). Integrating human values in EFL instruction. International Journal of English Language Education, 2(2), 62–77. https://doi.org/10.5296/ijele.v2i2.5814
Alonso, L. (2003). La mirada cualitativa en sociología: Una aproximación interpretativa. Editorial Fundamentos. https://es.scribd.com/doc/72039867/La-mirada-cualitativa-en-sociologia
Branden, N. (1994). The six pillars of self-esteem. Bantam Books.
Brownell, J. (2012). Practical approaches to effective communication and active listening. Routledge.
Carlet, A., & Kivistö, H. (2018). Improving L2 pronunciation inside and outside the classroom: Perception, production and autonomous learning of L2 vowels. Ilha do Desterro, 71(3), 99–123. http://dx.doi.org/10.5007/2175-8026.2018v71n3p99
Chau, T., Huensch, A., Hoang, Y., & Chau, H. (2022). The effects of L2 pronunciation instruction on EFL learners’ intelligibility and fluency in spontaneous speech. The Electronic Journal for English as a Second Language, 25(4), 1–28. https://www.researchgate.net/publication/359704768
Crystal, D. (2003). English as a global language. Cambridge University Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 23–277).
Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference approach. Journal of Personality and Social Psychology, 52(5), 890–898.
Guadalupe, V., Gojan, S., et al. (2023). Improving English language skills through the implementation of entertaining activities in primary school students. Journal of Scientific and Technological Research Industrial, 4(2). https://doi.org/10.47422/jstri.v4i2.41
Harter, S. (1999). The construction of the self: A developmental perspective. Guilford Press.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación. McGraw-Hill/Interamericana Editores.
Herrero, A., & Lasagabaster, D. (2019). Student attitudes towards English pronunciation and different varieties in the English classroom. Estudios de Lingüística Aplicada, 19(4), 71–100. http://dx.doi.org/10.12795/elia.2019.i19.04
Jenkins, J. (2000). The phonology of English as an international language: New models, new norms, new goals. Oxford University Press.
Khaghaninejad, M., & Maleki, A. (2015). The effect of explicit pronunciation instruction on listening comprehension: Evidence from Iranian English learners. Theory and Practice in Language Studies, 5(6), 1249–1256. http://dx.doi.org/10.17507/tpls.0506.18
Krashen, S. (1985). Chapter 1: The input hypothesis (pp. 79–109). In The input hypothesis: Issues and implications. Longman Group UK Ltd. https://www.uio.no/studier/emner/hf/iln/LING4140/h08/The%20Input%20Hypothesis.pdf
Ladefoged, P., & Johnson, K. (2010). A course in phonetics. Wadsworth Cengage Learning.
Levis, J. (2015). Learners’ view of social issues in pronunciation learning. Journal of Academic Language and Learning, 9(1), 42–55. https://www.researchgate.net/publication/273135206
Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States (2nd ed.). Routledge.
Manalu, D., & Marpaung, T. (2018). Student teachers’ ways to integrate character values in EFL classroom. Journal of Humanities and Social Science, 23(7), 37–42.
Mendivelso, Y. (2020). Explicit and systematic phonics instruction: An adventure with English vowel sounds.
Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.
Noor Rosa, R. (2012). The influence of phonetics and phonology knowledge on the students’ listening ability: A psycholinguistics approach. International Seminar on Languages and Art (ISLA). https://www.researchgate.net/publication/327020807
Panell, J., Parstch, F., & Fuller, N. (2017). The output hypothesis: From theory to practice. TESOL Working Paper Series, 15(1), 126–159.
Purwanto, A. (2019). Teaching pronunciation using varieties of pronunciation teaching materials and practices. Journal of English Language Teaching, 3(2), 81–92. https://journal.lppmunindra.ac.id/index.php/SCOPE/article/view/4129/2680
Roach, P. (1985). English phonetics and phonology: A practical course. Cambridge University Press.
Rubio, H. (2018). La educación en valores en el contexto educativo colombiano: Un análisis lógico desde la historia. Varona, 67. https://www.redalyc.org/articulo.oa?id=360671782023
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
Saadia, S., Asaduzzaman, M., Fatima, R. (2024). Cultivating values through education: Insights from primary school teachers in Bangladesh. https://doi.org/10.21203/rs.3.rs-4144343/v1
Sallam, M. (2019). Effects of segmental phonemes in learning English language: A case study at Faculty of Arts-Kordofan University. International Journal of Research in English, 1(3), 15–20. https://www.researchgate.net/publication/336983216
Tlazalo, A., & Basurto, N. (2014). Pronunciation instruction and students’ practice to develop their confidence in EFL oral skills. Profile: Issues in Teachers’ Professional Development, 16(2), 151–170.
Tonon de Toscano, G. (n.d.). Reflexiones latinoamericanas sobre investigación cualitativa. Universidad Nacional de la Matanza. https://colombofrances.edu.co/wp-content/uploads/2013/07/libro_reflexiones_latinoamericanas_sobre_investigacin_cu.pdf#page=48
Vitanova, G., & Miller, A. (2002). Reflective practice in pronunciation learning. The Internet TESL Journal, 8(1). http://iteslj.org/Articles/Vitanova-Pronunciation.html
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spelling Cruz Arcila, FerneyReyes Leon, Lina GabrielaBogotá, Colombia2025-06-20T15:05:18Z2025-06-20T15:05:18Z2025http://hdl.handle.net/20.500.12209/21185instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This research study explores the effects of English pronunciation instruction while exploring social values with a group of second-grade students from a public school at Bogotá. By recognizing the lack of pronunciation instruction time within the EFL classroom while integrated with social values, the study aims to highlight the importance of fostering a critical perspective on language teaching and learning that consider both linguistic and social development. Through an action research approach, a series of classroom interventions were designed to develop pronunciation skills and to promote social values within students, such as self-esteem, teamwork and respect. Following a grounded theory approach, the analysis of data collected through field diaries and a questionnaire, reveals that explicit pronunciation instruction helps students become more aware of their oral production and, the integration of values created a respectful learning environment for themselves and others. This study supports the idea that pronunciation instruction in early education should be addressed critically to reflect both linguistic and social dimensions of language learning.Submitted by Lina Gabriela Reyes Leon (greyesl@upn.edu.co) on 2025-06-06T21:00:14Z No. of bitstreams: 2 EEPIESVSG.pdf: 888153 bytes, checksum: 2d6a31b739c9881d21d957c22f0d869f (MD5) Licencia de uso.pdf: 173842 bytes, checksum: e6939b6a0ebe3de06fb07fd3005d3dd0 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-06T21:15:53Z (GMT) No. of bitstreams: 2 EEPIESVSG.pdf: 888153 bytes, checksum: 2d6a31b739c9881d21d957c22f0d869f (MD5) Licencia de uso.pdf: 173842 bytes, checksum: e6939b6a0ebe3de06fb07fd3005d3dd0 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2025-06-20T15:05:18Z (GMT) No. of bitstreams: 2 EEPIESVSG.pdf: 888153 bytes, checksum: 2d6a31b739c9881d21d957c22f0d869f (MD5) Licencia de uso.pdf: 173842 bytes, checksum: e6939b6a0ebe3de06fb07fd3005d3dd0 (MD5)Made available in DSpace on 2025-06-20T15:05:18Z (GMT). No. of bitstreams: 2 EEPIESVSG.pdf: 888153 bytes, checksum: 2d6a31b739c9881d21d957c22f0d869f (MD5) Licencia de uso.pdf: 173842 bytes, checksum: e6939b6a0ebe3de06fb07fd3005d3dd0 (MD5) Previous issue date: 2025Licenciado en Español y Lenguas ExtranjerasPregradoInglésapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalInstrucción en pronunciaciónEnseñanza de pronunciación del inglésValores socialesEnseñanza de pronunciación con estudiantes de primariaPronunciation instructionSocial valuesCritical language teachingEFL classroomPronunciation instruction with primary studentsEffects of English pronunciation instruction and the exploration of social values with second-graders.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbu Rass, R. (2014). Integrating human values in EFL instruction. International Journal of English Language Education, 2(2), 62–77. https://doi.org/10.5296/ijele.v2i2.5814Alonso, L. (2003). La mirada cualitativa en sociología: Una aproximación interpretativa. Editorial Fundamentos. https://es.scribd.com/doc/72039867/La-mirada-cualitativa-en-sociologiaBranden, N. (1994). The six pillars of self-esteem. Bantam Books.Brownell, J. (2012). Practical approaches to effective communication and active listening. Routledge.Carlet, A., & Kivistö, H. (2018). Improving L2 pronunciation inside and outside the classroom: Perception, production and autonomous learning of L2 vowels. Ilha do Desterro, 71(3), 99–123. http://dx.doi.org/10.5007/2175-8026.2018v71n3p99Chau, T., Huensch, A., Hoang, Y., & Chau, H. (2022). The effects of L2 pronunciation instruction on EFL learners’ intelligibility and fluency in spontaneous speech. The Electronic Journal for English as a Second Language, 25(4), 1–28. https://www.researchgate.net/publication/359704768Crystal, D. (2003). English as a global language. Cambridge University Press.Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 23–277).Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference approach. Journal of Personality and Social Psychology, 52(5), 890–898.Guadalupe, V., Gojan, S., et al. (2023). Improving English language skills through the implementation of entertaining activities in primary school students. Journal of Scientific and Technological Research Industrial, 4(2). https://doi.org/10.47422/jstri.v4i2.41Harter, S. (1999). The construction of the self: A developmental perspective. Guilford Press.Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación. McGraw-Hill/Interamericana Editores.Herrero, A., & Lasagabaster, D. (2019). Student attitudes towards English pronunciation and different varieties in the English classroom. Estudios de Lingüística Aplicada, 19(4), 71–100. http://dx.doi.org/10.12795/elia.2019.i19.04Jenkins, J. (2000). The phonology of English as an international language: New models, new norms, new goals. Oxford University Press.Khaghaninejad, M., & Maleki, A. (2015). The effect of explicit pronunciation instruction on listening comprehension: Evidence from Iranian English learners. Theory and Practice in Language Studies, 5(6), 1249–1256. http://dx.doi.org/10.17507/tpls.0506.18Krashen, S. (1985). Chapter 1: The input hypothesis (pp. 79–109). In The input hypothesis: Issues and implications. Longman Group UK Ltd. https://www.uio.no/studier/emner/hf/iln/LING4140/h08/The%20Input%20Hypothesis.pdfLadefoged, P., & Johnson, K. (2010). A course in phonetics. Wadsworth Cengage Learning.Levis, J. (2015). Learners’ view of social issues in pronunciation learning. Journal of Academic Language and Learning, 9(1), 42–55. https://www.researchgate.net/publication/273135206Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States (2nd ed.). Routledge.Manalu, D., & Marpaung, T. (2018). Student teachers’ ways to integrate character values in EFL classroom. Journal of Humanities and Social Science, 23(7), 37–42.Mendivelso, Y. (2020). Explicit and systematic phonics instruction: An adventure with English vowel sounds.Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.Noor Rosa, R. (2012). The influence of phonetics and phonology knowledge on the students’ listening ability: A psycholinguistics approach. International Seminar on Languages and Art (ISLA). https://www.researchgate.net/publication/327020807Panell, J., Parstch, F., & Fuller, N. (2017). The output hypothesis: From theory to practice. TESOL Working Paper Series, 15(1), 126–159.Purwanto, A. (2019). Teaching pronunciation using varieties of pronunciation teaching materials and practices. Journal of English Language Teaching, 3(2), 81–92. https://journal.lppmunindra.ac.id/index.php/SCOPE/article/view/4129/2680Roach, P. (1985). English phonetics and phonology: A practical course. Cambridge University Press.Rubio, H. (2018). La educación en valores en el contexto educativo colombiano: Un análisis lógico desde la historia. Varona, 67. https://www.redalyc.org/articulo.oa?id=360671782023Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.Saadia, S., Asaduzzaman, M., Fatima, R. (2024). Cultivating values through education: Insights from primary school teachers in Bangladesh. https://doi.org/10.21203/rs.3.rs-4144343/v1Sallam, M. (2019). Effects of segmental phonemes in learning English language: A case study at Faculty of Arts-Kordofan University. International Journal of Research in English, 1(3), 15–20. https://www.researchgate.net/publication/336983216Tlazalo, A., & Basurto, N. (2014). Pronunciation instruction and students’ practice to develop their confidence in EFL oral skills. Profile: Issues in Teachers’ Professional Development, 16(2), 151–170.Tonon de Toscano, G. (n.d.). Reflexiones latinoamericanas sobre investigación cualitativa. Universidad Nacional de la Matanza. https://colombofrances.edu.co/wp-content/uploads/2013/07/libro_reflexiones_latinoamericanas_sobre_investigacin_cu.pdf#page=48Vitanova, G., & Miller, A. (2002). Reflective practice in pronunciation learning. 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