Development of EnglishPronunciation in Two and Three Initial Consonant Cluster of First-Year Students of A Private University in Nakhon Pathom
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Abstract
This study was conducted to develop English pronunciation in two and three initial consonant clusters by using cognitive and metacognitive pronunciation language strategies (PLS) of the first-year undergraduate students of a private university in Nakhon Pathom. 42 students who failed the English University Language Test had to participate in the Intensive English course and exposed to PLS in the English pronunciation module for 10 weeks. The pre-test and post-test were used to investigate the improvement of two and three initial consonant clusters in this study. A paired-samples t-test was used to analyze the collected data. The results showed that there were statistically significant differences of the pre-test and post-test in both two and three initial consonant clusters (t= 7.54; P< 0.05 and t= 5.54; P< 0.05), respectively. For these reasons, it showed that the use of cognitive and metacognitive PLS was effective in improving the pronunciation of both two and three initial consonant clusters of the first-year students.
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