Development of teaching english pronunciation using community of practices for academic service project staff

Abstract

English has emerged as the most widely spoken language in the world, primarily among non-native speakers of other languages. Thai English language learners have undoubtedly studied the language for a long time, but they still struggle with accuracy and fluency. Thai English language learners have limited opportunities to practice speaking English in or outside of the classroom, which has affected their speaking and listening skills in the language because they are trying to translate from Thai to English. They frequently translate Thai pronunciation conventions, phonological processes, and intonation into English speech. Also, they might come up with novel ways to pronounce English sounds that are absent from the native tongue. In Thailand, the accomplishment of English learners has been poor, despite the ongoing attempts to promote English education, and there is an urgent need for Thai learners to focus on the pronunciation of English. The major goals of the research are to identify the specific pronunciation issues that Thai English learners have and to build and promote a self-directed learning approach based on a community of practice (CoP) and self-directed learning for learners to improve their English pronunciation. And what sets it apart is that it may give teachers and students alike extra activities and a fresh outlook on language acquisition. This study shows how to use a novel learning approach to pinpoint specific issues and how to teach participants to work through issues so that the goals can be achieved. Also, the ultimate outcomes of adopting the novel learning approach shown that it was helpful in assisting users in improving their English pronunciation to effectively communicate in real life. Moreover, language learners of other languages can employ the new learning method.