Absence of focused pronunciation assessment within the CLT framework hinders monitoring of learners' pronunciation progress¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2024 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The absence of focused pronunciation assessment within the CLT framework significantly contributes to challenges in teaching and learning ESL pronunciation in Bangladesh. → Md. Abdul Qader 2024

Evidence¶

Md. Abdul Qader 2024¶

Md. Abdul Qader, Tanzin Ara Ashraf, Sirajum Monira, Muhammad Asadul Islam & Mir Rumi Mustafizur Rahman. (2024). Challenges of Pronunciation Practices in the ESL Curriculum within the CLT Framework in Bangladesh: A Systematic Review. World Journal of Education, 14(3). https://doi.org/10.5430/wje.v14n3p137

q2 · i? · review · r1

Narrative synthesis in the review's literature section. The review reports that because CLT prioritizes fluency and meaning over accuracy, pronunciation lacks systematic evaluation, and "Without dedicated pronunciation assessment tools and criteria, teachers must struggle to accurately examine students' progress in pronunciation."

"the absence of focused pronunciation assessment within the CLT framework significantly contributes to the challenges faced in teaching and learning ESL (English as a Second Language) pronunciation"

Discussion¶

Related Claims¶

• The ESL curriculum within Bangladesh's CLT framework overlooks explicit pronunciation instruction, ignoring speaking and listening skills — related
• ESL teachers in Bangladesh lack adequate pronunciation-instruction training, leaving them unprepared to teach pronunciation — related
• Resource scarcity and large class sizes limit individualized pronunciation feedback in Bangladeshi classrooms — related
• Teachers attribute students' lack of pronunciation progress mainly to instruction and practice factors rather than learner factors — related