EFFECTIVENESS OF EXPLICIT INSTRUCTION ON THE PRONUNCIATION OF ENGLISH SILENT LETTERS AMONG SECONDARY SCHOOL STUDENTS IN AZAD JAMMU & KASHMIR

Abstract

This study investigated the effectiveness of explicit rule based instruction on the pronunciation of silent letters among the secondary school students in Azad Jammu & Kashmir. The study was carried out in Tehsil Mang, District Sudhnoti, Azad Jammu and Kashmir. In total 100 ESL learners from ten schools were randomly allocated into an experimental group (n=50) and a control group (n=50). The experimental group received four weeks of focused instruction including International Phonetic Alphabet symbols, explicit rules for silent letters, worked examples, and supervised daily reading practice. The control group participated only in testing. Pre test and post test assessments employed distinct sets of 100 silent letter words covering initial, medial, and final positions.

Results demonstrated substantial improvements in the experimental group, with correct pronunciation rising from 28 percent at pre test to 98 percent at post test, yielding a seventy point increase. In contrast, the control group showed negligible change, rising from 24 percent to 25 percent accuracy. Inferential statistics confirmed the robustness of this effect, with a mean difference of 38.91 points, t(99)=10.659, p<.001, and Cohen’s d=1.07, indicating a very large effect size. Error analysis revealed the greatest reductions in predictable contexts such as kn, gn, and mb clusters. Learner perceptions highlighted increased confidence, reduced anxiety, and recognition of the value of explicit instruction.

The findings suggest that integrating systematic pronunciation instruction into secondary curricula can significantly improve oral proficiency and equip learners with lasting strategies for addressing silent letter errors