System of activities implementing participatory techniques to improve english pronunciation.

Abstract

The main objective of this research was to improve the pronunciation of the students of third year of “Colegio de Bachillerato Nueve de Octubre” through the implementation of a system of activities using role-play as a participatory technique. To achieve this purpose, the analytical-synthetic, systematic, hypothetical-deductive and historical-logical methods were used within a quantitative experimental approach, Initially, a diagnosis was made by means of a pre-test to evaluate the students’ initial level of pronunciation. Subsequently, a series of role-play-based activities were designed and applied, which were specifically designed to improve students’ clarity, fluency and intelligibility. These activities included simulated scenarios where students practiced real communicative situations. After the implementation of the intervention program, a post-test was administered to measure the results obtained. The data collected were analyzed statistically, using mean comparison test, which allowed us to confirm the hypothesis put forward and demonstrate that the implementation of the role-play contributed significantly to the improvement of students’ pronunciation. The results revealed a remarkable improvement in the participants’ accuracy and fluency, thus validating the effectiveness of the proposed approach. This study not only contributes to the field of English language teaching in educational contexts, but also provides theoretical and practical foundations for future research around participatory methodologies and their impact of the acquisition of language skills.