<![CDATA[Pronunciation, while essential to developing communicative competence and oral intelligibility in English as a foreign language (EFL), has received less attention in Compulsory Secondary Education (CSE) than other language skills. This study aimed to evaluate the impact of auditory exposure on the improvement of English pronunciation among CSE students studying EFL and how students perceived its use in teaching pronunciation. The impact of auditory exposure on students’ pronunciation was obtained using a pre-test and post-test, with an intervention involving 22 students in the experimental group and 24 in the control group. The experimental group received pronunciation instruction with auditory exposure, while the control group was taught using the standard lesson plan. Meanwhile, the students’ perceptions were measured using a questionnaire anonymously completed by 20 students in the experimental group after they received the intervention. The data was analysed descriptively due to the limited sample sizes. The results show that auditory exposure improved students’ pronunciation, and the students perceived that this teaching approach positively influenced their confidence in speaking English and their motivation to keep improving their pronunciation. In addition, the students considered that auditory exposure was a useful learning activity to improve their pronunciation. Therefore, it is recommended that teachers incorporate auditory exposure as a learning activity when teaching pronunciation to EFL students.]]>
