Pronunciation Challenges Faced by Tamil-Speaking ESL Learners: A Case Study of 3rd-Year Undergraduates at South Eastern University of Sri Lanka

Abstract

Among adult ESL students, this research considers the amount of independent pronunciation practice, learner motivation, the role of corrective feedback, and whether pronunciation is taught as a separate part. Surveying 100 people, the document investigated their pronunciation instruction, teacher feedback, and self-guided learning experiences. The data show that 84% of the subjects had not had specific pronunciation lessons and that 76% reported their instructors had not corrected pronunciation mistakes during speaking activities. Furthermore, 74% of students felt their adult age compounded difficulties in pronunciation improvement; 90% did not have any external incentive from their instructors. Notwithstanding these difficulties, 78% of respondents recognized the advantages of loud reading in improving pronunciation. These results underline the need for more systematic pronunciation training, more correction feedback, and more teacher support. The research advises including clear pronunciation instruction in ESL courses, creating a more inspiring learning space, and encouraging self-driven learning via digital tools and supervised assignments.