DOI: 10.51726/jlr.1832695 ISSN: 2602-4578

Action Research on Pronunciation Development in Turkish EFL Learners via Story Reading and Reflection

Hatice Birinci, Gamze Erdem Coşgun
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This action research explores the impact of story reading, personalized audio feedback, and student reflection on the pronunciation development of Turkish EFL learners. Conducted with 25 sixth-grade students at a public secondary school in Turkiye, the study involved a seven-week intervention cycle following the action research phases of planning, action, observation, and reflection. Each week, students listened to level-appropriate storybooks, read and recorded a page aloud daily, and received individualized feedback on their pronunciation errors. Pronunciation improvement was measured through pre- and post-tests, while semi-structured interviews with a focus group of six students provided qualitative insights. Findings revealed a significant improvement in students’ pronunciation accuracy, alongside increased self-confidence, autonomy in self-correction, and sustained engagement. Student reflections emphasized the motivational role of regular oral practice, targeted feedback, and personal accountability. The study underscores the pedagogical value of combining reflective learning with technology-mediated feedback in EFL pronunciation instruction, particularly in contexts with limited classroom time and individualized support.

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