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Published in
Visionary Voices
Integrating Phonetic Training in the Classroom: Effects on Students' Speaking Intelligibility
Recommended Citation:
Palaming, A. G. (2026). Integrating Phonetic Training in the Classroom: Effects on Students' Speaking Intelligibility. In Visionary Voices (Vol. 2, Number 4, pp. 7–9). Lakbay-Diwa Publishing. https://doi.org/10.5281/zenodo.19557044
Author(s)
Palaming, Arturo G.
Description
This study explores the impact of integrating phonetic training in classroom instruction on students’ speaking intelligibility. With increasing emphasis on communicative competence, learners often struggle with pronunciation, stress, and intonation, which hinder effective oral communication. The study examines how systematic phonetic instruction, including sound articulation, phonemic awareness, and prosodic features, enhances learners’ ability to be understood in spoken discourse. Using classroom-based interventions, students were exposed to targeted phonetic exercises alongside regular lessons. Findings indicate that phonetic training significantly improves pronunciation accuracy, speech clarity, and listener comprehension. The study highlights the importance of embedding phonetics into language instruction to support learners’ oral proficiency and confidence.
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