Pronunciation games and speaking skills

Abstract

The following research aimed to measure the influence of pronunciation games on the oral skills of students learning English as a foreign language. Using a pre-experimental design, 34 ninth-grade students from the “Gral. Eloy Alfaro Delgado” school participated during the 2025–2026 academic year. Pre- and post-tests were used as data collection instruments, and the assessment was based on the Cambridge A1 Movers standardized exam. The assessment rubric included criteria for grammar and vocabulary, pronunciation, and interaction. The interventions were carried out in eight sessions, during which different pronunciation games were used, adapted to cover a specific number of vowels each day according to the students' level. Paired t-tests demonstrated a significant improvement in the students’ oral skills, confirming the validity of the alternative hypothesis. The results demonstrated that pronunciation games were effective in improving oral performance, especially in the articulation of vowels and words in English. Furthermore, through card matching, collecting, guessing, and board games, students reinforced their pronunciation through guided practice, meaningful repetition, and immediate teacher feedback. Similarly, these activities allowed students to actively participate in an interactive and motivating environment that enabled them to overcome shyness, lose their fear of making mistakes, and strengthen both their confidence and oral fluency as they practiced and corrected their pronunciation. In conclusion, pronunciation games proved to be an effective tool for strengthening oral communication, increasing students' confidence, and fostering dynamic and participatory learning.