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Pronunciation skills of College Students with Regional accents in the University of Rizal System/ Rosalinda Joy G. Margaja, Lian Mae L. Nogot [and] Jovit F. Sales

By: Contributor(s): Material type: TextPublication details: 2025Description: ix, 41 leaves; illustrations, 28cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): LOC classification:
  • LG 221.59 .M3361 2025
Dissertation note: Undergraduate Thesis Bachelor of Secondary Education major in English University of Rizal System, Rodriguez, Rizal 2025 Summary: This study was conducted to explore how regional accents influence the pronunciation skills of students at the University of Rizal System Rodriguez during the academic year 2023-2024. A total of 30 respondents were purposively selected for this study, focusing on students from the first to the fourth year. The primary objective was to examine the respondents' regional accents and assess their fluency in English pronunciation. The research process was conducted in three key stages: first, understanding the respondents' backgrounds; second, assessing their pronunciation skills, particularly their fluency in speaking English; and third, conducting interviews through open-ended questions to gather more detailed insights. The results revealed that the llocos Region had the highest representation among the respondents, and the third and fourth-year students also made up a significant portion of the sample. In terms of pronunciation skills, the majority of respondents were rated as "Great" based on a reading test, using a standardized rubric that focused on fluency. Furthermore, the study showed no significant difference in pronunciation skills when the respondents were grouped by age. However, a notable distinction emerged when the respondents were grouped by their province of origin and grade level, indicating a significant variance in pronunciation skills based on these factors. Based on the findings, future research could benefit from activities that allow students to present and connect their regional accents with their speech performance, which could further enhance the understanding of how regional dialects impact pronunciation skills. In conclusion, this study aimed to explore how the regional accents of students at the University of Rizal System Rodriguez influence their English pronunciation skills, with a particular focus on fluency. The study suggests that future research could investigate this connection further through activities that directly link regional accents to speech performance, deepening our understanding of the impact of regional accents on pronunciation development.
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Theses and dissertations Rodriguez College Library Undergraduate Theses Non-fiction LG 221.R59 .M3361 2025 (Browse shelf(Opens below)) 1 Not For Loan URSROD-UGT-ENG-1510

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Undergraduate Thesis
Bachelor of Secondary Education major in English
University of Rizal System, Rodriguez, Rizal
2025

This study was conducted to explore how regional accents influence the pronunciation skills of students at the University of Rizal System Rodriguez during the academic year 2023-2024. A total of 30 respondents were purposively selected for this study, focusing on students from the first to the fourth year. The primary objective was to examine the respondents' regional accents and assess their fluency in English pronunciation. The research process was conducted in three key stages: first, understanding the respondents' backgrounds; second, assessing their pronunciation skills, particularly their fluency in speaking English; and third, conducting interviews through open-ended questions to gather more detailed insights. The results revealed that the llocos Region had the highest representation among the respondents, and the third and fourth-year students also made up a significant portion of the sample. In terms of pronunciation skills, the majority of respondents were rated as "Great" based on a reading test, using a standardized rubric that focused on fluency.

Furthermore, the study showed no significant difference in pronunciation skills when the respondents were grouped by age. However, a notable distinction emerged when the respondents were grouped by their province of origin and grade level, indicating a significant variance in pronunciation skills based on these factors. Based on the findings, future research could benefit from activities that allow students to present and connect their regional accents with their speech performance, which could further enhance the understanding of how regional dialects impact pronunciation skills.

In conclusion, this study aimed to explore how the regional accents of students at the University of Rizal System Rodriguez influence their English pronunciation skills, with a particular focus on fluency. The study suggests that future research could investigate this connection further through activities that directly link regional accents to speech performance, deepening our understanding of the impact of regional accents on pronunciation development.

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