This empirical study investigates the effectiveness of a Task-Based Approach (TBA) in improving the vowel pronunciation of English as a Foreign Language (EFL), focusing on vowel duration and formant frequencies. Utilizing a controlled experimental design, participants were divided into control and experimental groups, subjected to pre- and post-test assessments. The TBA intervention aimed to enhance pronunciation skills through engaging communicative tasks. Results indicate significant improvements within the experimental group, supporting the theoretical premise that meaningful communication tasks positively influence language acquisition. Formant frequency analysis reveals adjustments in tongue height and frontness or backness of vowels. The control group exhibited consistent patterns reflecting native language transfer, while the experimental group demonstrated partial adaptation of the tongue positions to achieve the target pronunciation. Statistical analyses, including multivariate tests and pairwise comparisons, corroborate the effectiveness of the TBA in inducing notable changes in specific vowel categories as well as the influence of Greek as L1 in the production of English vowels by Greek EFL learners. Pedagogical implications highlight the potential of TBA as tool for enhancing EFL vowel pronunciation. This research contributes valuable insights into the field of language pedagogy, providing a foundation for future investigations into the sustained impact of TBA and the optimization of instructional strategies for improved EFL pronunciation outcomes.
Ελένη Ν. Κιούρα (Wed,) studied this question.