ENHANCING PHONETIC COMPETENCE THROUGH BLENDED LEARNING: AN ESL PERSPECTIVE

Abstract

The study investigates the effectiveness of blended learning in enhancing phonetic competence among English as a Second Language (ESL) learners. Phonetic competence, which includes pronunciation accuracy, stress, intonation, and fluency, is essential for effective communication but is often neglected in traditional language instruction. To address this gap, the study employed a mixed-methods approach using a quasi-experimental design with control and experimental groups. The data were collected from 50 ESL intermediate-level learners at an English Language Academy in Peshawar through pre-tests, post-tests, questionnaires, and semi-structured interviews. The results revealed that learners exposed to blended learning significantly outperformed those receiving traditional instruction, demonstrating notable improvement in pronunciation and overall intelligibility. Furthermore, learners expressed positive attitudes toward the use of digital tools, highlighting increased motivation, engagement, and opportunities for autonomous learning. The findings suggest that integrating technology with face-to-face instruction provides a flexible and effective framework for developing phonetic competence in ESL contexts. The study contributes to the growing body of research supporting blended learning as a practical approach to improving pronunciation skills and communicative competence.