Online Classes in English: Pronunciation Delivery in Focus

This study aimed to unveil the lived experiences of first-year Bachelor of Secondary Education Major in English students on pronunciation delivery in an online English class. Eight (8) participants from Davao de Oro State College took part in the study, which utilized a phenomenological approach through focus group discussions to understand their pronunciation challenges. Thematic analysis uncovered several key themes, including difficulties with unfamiliar words and pronunciation, the impact of technical issues and weak internet connections, differences between online and in-person classes, and variability in word perception. Additionally, five themes on coping strategies emerged: maintaining composure during classes, utilizing technology for learning, self-study and external resources, instructor feedback and self-assessment, and the role of the learning environment. Participants emphasized the significance of pronunciation in online learning, adaptive strategies for improvement, the balance between fluency and accuracy, and the need for persistence and motivation. The study suggests that effective online pronunciation teaching requires a well-rounded approach that encompasses psychological, technological, and social aspects. Instructors may create a positive and interactive online environment focused on problematic sounds and silent letters, while administrators may ensure reliable technology and supportive learning settings. The findings underscore the need for curricula that integrate technology into teaching.