Effectiveness of Using Audiovisual Media in English Pronunciation Learning

Abstract

Pronunciation is a critical component of language proficiency, yet many learners struggle due to limited exposure to native pronunciation models and the continued use of traditional, lecture-based methods. This study investigates the effectiveness of audiovisual media that is YouTube in improving English pronunciation skills among students. The researchers employed a quasi-experimental design with two groups of students from Politeknik Negeri Banjarmasin: one taught using audiovisual media, YouTube (n = 30) and the other using conventional methods (n = 30). The experimental group was exposed to videos featuring native speakers and pronunciation tutorials for four meetings, while the control group relied on textbook-based instruction. Data were collected through a post-test measuring pronunciation accuracy and a perception questionnaire distributed to the experimental group. The results showed a statistically significant improvement in the experimental group’s pronunciation scores compared to the control group (t(58) = -4.031, p < 0.001), indicating that audiovisual media had a positive impact. Questionnaire responses also revealed high student engagement and motivation, with over 90% of students reporting that video-based learning made English more enjoyable and effective. Students particularly noted improvements in pronunciation understanding and communication skills. However, some learners reported difficulty in following video content, suggesting a need for supportive features like subtitles or guided instruction. Overall, this study confirms that audiovisual media is a valuable tool for enhancing English pronunciation and supports its integration into language learning curricula to better meet student needs in the digital era