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

Abstract

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.