Improving L2 Pronunciation Inside and Outside the Classroom: Perception, Production and Autonomous Learning of L2 Vowels

Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction was not sufficient to modify learners’ speech production.

Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.