From Silence to Confidence: A Decade of Insights From Read-Aloud Practice

This research examines the pedagogical strategies and assessment methods employed in read-aloud practices among university students with low EFL aptitude. The study addresses the challenges faced by these learners, particularly their lack of experience in pronunciation, which often hinders their language acquisition and overall self-efficacy. Drawing on findings from a decade of practice, this research aims to demonstrate the efficacy of structured read-aloud sessions within the curriculum, fostering a supportive learning environment that encourages students to engage with the target language more confidently.

The methodology includes a mixed-methods approach, combining quantitative assessments of improvement with qualitative feedback from students regarding their motivation and self-efficacy levels. Through targeted interventions that emphasize phonetic accuracy and expressive reading, the study illustrates how read-aloud practices can serve as a powerful tool for both language development and enhancing learners’ self-belief in their linguistic capabilities.

Findings suggest that regular engagement in read-aloud activities not only contributes to noticeable improvements in pronunciation but also significantly boosts students’ motivation and self-efficacy in language learning. By creating a less intimidating platform for practice, students report increased enjoyment and a greater willingness to participate in language activities. Ultimately, this research highlights the importance of tailored pedagogical approaches in EFL contexts, advocating for read-aloud practices as an essential component in the development of low aptitude learners, thereby paving the way for more effective language acquisition strategies.