Effects of Tongue Twisters on the Pronunciation of Elementary Students

Abstract

In contexts where English is utilized as a Second or a Foreign Language, pronunciation in having read has become a major problem for teaching staff of English as a Foreign or second language. The purpose of the study was to examine how tongue twisters effected elementary school students' pronunciation development of the English language. The study's goal was to determine how tongue twisters effected the development of English pronunciation. In order to achieve the aim, the null hypothesis that there is no discernible difference between the mean scores of the control group and the experimental group on the enhancement of English language pronunciation of elementary pupils was investigated. The study sample consisted of a total of 30 fifth-grade pupils. For       the conduction of study pretest- posttest experimental equivalent group research design was used. The acquired data was analyzed to determine the pupils' performance using statistical tools including mean, standard deviation, and t-test. The study's findings showed that the tongue twister approach had a considerable impact on pupils' performance. This study is        significant for curriculum developers, teachers, students and other researchers.