earticle

영어

This paper examines the effects of repeated Reading Aloud(RA) practice on Korean university-level EFL learners’ pronunciation accuracy and learning perceptions. Over ten weeks, learners participated in structured RA activities, and their speech was analyzed using a Speech-to-Text(STT) system. STT-based analysis showed measurable improvement in pronunciation clarity, including an increase in the number of students achieving 100% word recognition and a decrease in those with low recognition rates. Error types were categorized into persistent, disappearing, and newly occurring forms, revealing that while many pronunciation issues improved, complex features such as consonant clusters, reduced syllables, and morpheme endings(e.g., -ed, -s) remained problematic. Survey and open-ended responses indicated that learners became more aware of their pronunciation issues, improved rhythm and fluency, and felt more motivated to continue English learning. Despite these gains, some still expressed discomfort with public speaking, suggesting a need for emotional support alongside skill training. This study highlights RA as a practical, low-cost strategy that supports both linguistic and affective growth, especially when combined with STT-based feedback that enables targeted analysis and personalized instruction.