Modern methodological principles in developing phonetic competence: Activation, integrativeness, and individual approach

https://doi.org/10.35912/ambus.v1i1.3748
Published: Aug 22, 2025

Abstract:

Purpose: This study aims to examine the role and effectiveness of modern educational technologies in developing phonetic competence among primary school students. It focuses on identifying the most effective methods for integrating activation, integrative, and individual approaches into phonetic training to enhance students’ pronunciation skills and speech development.

Research methodology: The research employs a qualitative descriptive design, using observation, classroom experiments, and pedagogical analysis to evaluate the implementation of phonetic exercises. Data were collected from primary school students through direct classroom participation, followed by systematic comparison of outcomes across different teaching approaches.

Results: Findings reveal that activation technology increases student engagement and participation during phonetic activities, while the integrative approach connects phonetic learning with other language and literacy subjects, enhancing contextual understanding. The individual approach, by adjusting tasks to each learner’s level of speech development, fosters personalized improvement. The combination of these methods contributes to a more sustainable and effective mastery of phonetic competence.

Conclusions: The study concludes that the balanced use of activation, integrative, and individual approaches leads to the comprehensive development of phonetic competence among primary students.

Limitations: The study is limited to early primary school levels and does not explore long-term effects of phonetic training beyond the classroom setting.

Contribution: This research contributes to the field of pedagogical innovation by offering a practical framework for integrating modern educational technologies and differentiated learning in phonetic education.

Keywords:
1. Activation Technology
2. Educational Innovation
3. Individual Approach
4. Integrative Learning
5. Phonetic Competence
Authors:
Kenjayeva Zilola Saminjon Qizi
Independent Researcher of the Uzbek National Pedagogical University, Uzbekistan
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How to Cite
Qizi, K. Z. S. . (2025). Modern methodological principles in developing phonetic competence: Activation, integrativeness, and individual approach. Advances in Management and Business Studies, 1(1), 19–32. https://doi.org/10.35912/ambus.v1i1.3748
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Issue & Section
Vol. 1 No. 1 (2025): November
Articles
References

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    Choe, S., Lee, K., & So, Y. (2020). The Effects of Phonemic Awareness Instructions on L2 Listening Comprehension: A Meta-Analysis. Journal of Asia TEFL, 17, 1294-1309. doi:https://doi.org/10.18823/asiatefl.2020.17.4.9.1294

    Dai, Y., & Wu, Z. (2022). Mobile-assisted peer feedback on EFL pronunciation: Outcome effects, interactional processes, and shaping factors. System, 111, 102953. doi:https://doi.org/10.1016/j.system.2022.102953

    Gallardo-del-Puerto, F., & Gómez-Lacabex, E. (2024). A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings. Languages, 9(9), 303. doi:https://doi.org/10.3390/languages9090303

    Gkintoni, E., Vassilopoulos, S. P., & Nikolaou, G. (2025). Brain-Inspired Multisensory Learning: A Systematic Review of Neuroplasticity and Cognitive Outcomes in Adult Multicultural and Second Language Acquisition. Biomimetics, 10(6), 397. doi:https://doi.org/10.3390/biomimetics10060397

    Heidlmayr, K., Ferragne, E., & Isel, F. (2021). Neuroplasticity in the phonological system: The PMN and the N400 as markers for the perception of non-native phonemic contrasts by late second language learners. Neuropsychologia, 156, 107831. doi:https://doi.org/10.1016/j.neuropsychologia.2021.107831

    Huo, S., & Wang, S. (2017). The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis. Frontiers in Education, Volume 2 - 2017. doi:https://doi.org/10.3389/feduc.2017.00015

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    Jesse, A., Poellmann, K., & Kong, Y. Y. (2017). English Listeners Use Suprasegmental Cues to Lexical Stress Early During Spoken-Word Recognition. J Speech Lang Hear Res, 60(1), 190-198. doi:https://doi.org/10.1044/2016_JSLHR-H-15-0340

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    Ma, Q., Mei, F., & Qian, B. (2024). Exploring EFL students’ pronunciation learning supported by corpus-based language pedagogy. Computer Assisted Language Learning, 1-27. doi:https://doi.org/10.1080/09588221.2024.2432965

    Mahdi, H. S., & Mohsen, M. A. (2024). Enhancing Pronunciation Learning through High Variability Phonetic Training: A Meta-Analysis. Language Teaching Research Quarterly, 40, 29-45. doi:https://doi.org/10.32038/ltrq.2024.40.02

    Mahmudov, M. (2016). Til va tafakkur munosabati. Toshkent: Fan.

    Metruk, R. (2024). Mobile-assisted language learning and pronunciation instruction: A systematic literature review. Education and Information Technologies, 29(13), 16255-16282. doi:https://doi.org/10.1007/s10639-024-12453-0

    Mora, J. C., & Mora-Plaza, I. (2023). From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching. Education Sciences, 13(10), 1042. doi:https://doi.org/10.3390/educsci13101042

    Nguyen, L. T., Hung, B. P., Duong, U. T. T., & Le, T. T. (2021). Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education. Frontiers in Psychology, Volume 12 - 2021. doi:https://doi.org/10.3389/fpsyg.2021.739842

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    O’Brien, M. G. (2021). Ease and difficulty in L2 pronunciation teaching: A mini-review. Frontiers in Communication, 5, 626985. doi:https://doi.org/10.3389/fcomm.2020.626985

    Oktaviani, M., Yuswanto, Y., & Deviani, E. (2024). Implementation of Talent Pool System to Realize Professionalism Performance State Civil Apparatus. Jurnal Studi Pemerintahan dan Akuntabilitas, 3(2), 83-92. doi:https://doi.org/10.35912/jastaka.v3i2.3014

    Ping, L., & Tao, N. (2025). Innovative approaches to English pronunciation instruction in ESL contexts: integration of multi-sensor detection and advanced algorithmic feedback. Frontiers in Psychology, 15, 1484630. doi:https://doi.org/10.3389/fpsyg.2024.1484630

    Portugal-Toro, A., García-Peñalvo, F. J., Balderas Ruiz, L. A., & Vences Esparza, A. (2025). Cognitive and affective processes in second language oral communication: a mixed methods research. Frontiers in Education, Volume 10 - 2025. doi:https://doi.org/10.3389/feduc.2025.1571099

    Purwati, H. (2022). The Effect of Vocabulary and Phonological Awareness on Students’ Reading Comprehension. SALEE: Study of Applied Linguistics and English Education, 3, 170-183. doi:https://doi.org/10.35961/salee.v3i2.465

    Puzio, K., Colby, G., & Algeo-Nichols, D. (2020). Differentiated Literacy Instruction: Boondoggle or Best Practice? Review of Educational Research, 90, 003465432093353. doi:https://doi.org/10.1186/s40468-023-00223-7

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    Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation. Frontiers in Psychology, Volume 14 - 2023. doi:https://doi.org/10.3389/fpsyg.2023.1210187

    Suzukida, Y. (2021). The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications. RELC Journal, 52(1), 48-61. doi:https://doi.org/10.1177/0033688220987655

    Syarif, A. (2025). Why Nurses Excel: The Role of Work Environment and Motivation. Jurnal Studi Pemerintahan dan Akuntabilitas, 4(2), 121-131. doi:https://doi.org/10.35912/jastaka.v4i2.5228

    Toyama, M., & Hori, T. (2025). Technology-enhanced multimodal approaches in classroom L2 pronunciation training. Frontiers in Education, Volume 10 - 2025. doi:https://doi.org/10.3389/feduc.2025.1552470

    Turaeva G. (2020). Boshlang‘ich ta’limda fonetik ko‘nikmalarni shakllantirish metodikasi. Toshkent.

    Turker, S., Reiterer, S. M., Schneider, P., & Seither-Preisler, A. (2019). Auditory Cortex Morphology Predicts Language Learning Potential in Children and Teenagers. Frontiers in Neuroscience, Volume 13 - 2019. doi:https://doi.org/10.3389/fnins.2019.00824

    Vygotskiy L. S. (2018). Muloqot va tafakkur psixologiyasi Moskva.

    Walesiak, B. (2021). Mobile apps for pronunciation training: Exploring learner engagement and retention.

    Wenrich, K. A., Davidson, L. S., & Uchanski, R. M. (2017). Segmental and suprasegmental perception in children using hearing aids. Journal of the American Academy of Audiology, 28(10), 901-912. doi:https://doi.org/10.3766/jaaa.16105

    Wenrich, K. A., Davidson, L. S., & Uchanski, R. M. (2017). Segmental and Suprasegmental Perception in Children Using Hearing Aids. J Am Acad Audiol, 28(10), 901-912. doi:https://doi.org/10.3766/jaaa.16105

    White, E. J., Hutka, S. A., Williams, L. J., & Moreno, S. (2013). Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan. Front Syst Neurosci, 7, 90. doi:https://doi.org/10.3389/fnsys.2013.00090

    Xakimova Z.A. (2021). Fonetik mashqlarni interfaol metodlar orqali tashkil etish. Samarqand: SamDU nashri.

    Ximenes, R., Utari Dewi, N. D., & Widnyani, I. A. P. S. (2024). Strategic Tourism Development by the Municipal Government of Baucau, Timor-Leste. Jurnal Studi Pemerintahan dan Akuntabilitas, 4(1), 29-41. doi:https://doi.org/10.35912/jastaka.v4i1.2358

    Yasa, P. T., Yuliansyah, Y., & Kesumaningrum, N. D. (2021). The influence of ethics, experience, and competence on auditors’ professional skepticism (Study at BPKP representative of Lampung Province). Jurnal Studi Pemerintahan dan Akuntabilitas, 1(1), 1-23. doi:https://doi.org/10.35912/jastaka.v1i1.34

    Zhang, M. (2024). Enhancing self-regulation and learner engagement in L2 speaking: exploring the potential of intelligent personal assistants within a learning-oriented feedback framework. BMC Psychol, 12(1), 421. doi:https://doi.org/10.1186/s40359-024-01917-0

    Zimnyaya I A. (2017). Psixologiya obucheniya inostrannym yazykam. Moskva: Prosveshchenie.

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  2. Arianti, F., Reniati, R., & Hamsani, H. (2025). Pengaruh Kompetensi, Motivasi, dan Beban Kerja Terhadap Kinerja Guru Madrasah Aliyah Daarul Abror Bangka. Jurnal Relevansi: Ekonomi, Manajemen dan Bisnis, 9(1), 11-24. doi:https://doi.org/10.61401/relevansi.v9i1.200
  3. Bräuer, P., & Mazarakis, A. (2024). How to Design Audio-Gamification for Language Learning with Amazon Alexa?—A Long-Term Field Experiment. International Journal of Human–Computer Interaction, 40(9), 2343-2360. doi:https://doi.org/10.1080/10447318.2022.2160228
  4. Choe, S., Lee, K., & So, Y. (2020). The Effects of Phonemic Awareness Instructions on L2 Listening Comprehension: A Meta-Analysis. Journal of Asia TEFL, 17, 1294-1309. doi:https://doi.org/10.18823/asiatefl.2020.17.4.9.1294
  5. Dai, Y., & Wu, Z. (2022). Mobile-assisted peer feedback on EFL pronunciation: Outcome effects, interactional processes, and shaping factors. System, 111, 102953. doi:https://doi.org/10.1016/j.system.2022.102953
  6. Gallardo-del-Puerto, F., & Gómez-Lacabex, E. (2024). A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings. Languages, 9(9), 303. doi:https://doi.org/10.3390/languages9090303
  7. Gkintoni, E., Vassilopoulos, S. P., & Nikolaou, G. (2025). Brain-Inspired Multisensory Learning: A Systematic Review of Neuroplasticity and Cognitive Outcomes in Adult Multicultural and Second Language Acquisition. Biomimetics, 10(6), 397. doi:https://doi.org/10.3390/biomimetics10060397
  8. Heidlmayr, K., Ferragne, E., & Isel, F. (2021). Neuroplasticity in the phonological system: The PMN and the N400 as markers for the perception of non-native phonemic contrasts by late second language learners. Neuropsychologia, 156, 107831. doi:https://doi.org/10.1016/j.neuropsychologia.2021.107831
  9. Huo, S., & Wang, S. (2017). The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis. Frontiers in Education, Volume 2 - 2017. doi:https://doi.org/10.3389/feduc.2017.00015
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  13. Komilova M. (2021). Faollashtirish texnologiyalarining pedagogik asoslari: Samarqand.
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  16. Ma, Q., Mei, F., & Qian, B. Exploring EFL students’ pronunciation learning supported by corpus-based language pedagogy. Computer Assisted Language Learning, 1-27. doi:https://doi.org/10.1080/09588221.2024.2432965
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  18. Mahdi, H. S., & Mohsen, M. A. (2024). Enhancing Pronunciation Learning through High Variability Phonetic Training: A Meta-Analysis. Language Teaching Research Quarterly, 40, 29-45. doi:https://doi.org/10.32038/ltrq.2024.40.02
  19. Mahmudov, M. (2016). Til va tafakkur munosabati. Toshkent: Fan.
  20. Metruk, R. (2024). Mobile-assisted language learning and pronunciation instruction: A systematic literature review. Education and Information Technologies, 29(13), 16255-16282. doi:https://doi.org/10.1007/s10639-024-12453-0
  21. Mora, J. C., & Mora-Plaza, I. (2023). From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching. Education Sciences, 13(10), 1042. doi:https://doi.org/10.3390/educsci13101042
  22. Nguyen, L. T., Hung, B. P., Duong, U. T. T., & Le, T. T. (2021). Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education. Frontiers in Psychology, Volume 12 - 2021. doi:https://doi.org/10.3389/fpsyg.2021.739842
  23. Nurmatova Z. (2023). Boshlang‘ich ta’limda individual yondashuvning samaradorligi. Toshkent: Innovatsiya.
  24. O’Brien, M. G. (2021). Ease and difficulty in L2 pronunciation teaching: A mini-review. Frontiers in Communication, 5, 626985. doi:https://doi.org/10.3389/fcomm.2020.626985
  25. Oktaviani, M., Yuswanto, Y., & Deviani, E. (2024). Implementation of Talent Pool System to Realize Professionalism Performance State Civil Apparatus. Jurnal Studi Pemerintahan dan Akuntabilitas, 3(2), 83-92. doi:https://doi.org/10.35912/jastaka.v3i2.3014
  26. Ping, L., & Tao, N. (2025). Innovative approaches to English pronunciation instruction in ESL contexts: integration of multi-sensor detection and advanced algorithmic feedback. Frontiers in Psychology, 15, 1484630. doi:https://doi.org/10.3389/fpsyg.2024.1484630
  27. Portugal-Toro, A., García-Peñalvo, F. J., Balderas Ruiz, L. A., & Vences Esparza, A. (2025). Cognitive and affective processes in second language oral communication: a mixed methods research. Frontiers in Education, Volume 10 - 2025. doi:https://doi.org/10.3389/feduc.2025.1571099
  28. Purwati, H. (2022). The Effect of Vocabulary and Phonological Awareness on Students’ Reading Comprehension. SALEE: Study of Applied Linguistics and English Education, 3, 170-183. doi:https://doi.org/10.35961/salee.v3i2.465
  29. Puzio, K., Colby, G., & Algeo-Nichols, D. (2020). Differentiated Literacy Instruction: Boondoggle or Best Practice? Review of Educational Research, 90, 003465432093353. doi:https://doi.org/10.1186/s40468-023-00223-7
  30. Qader, M. A., Ashraf, T. A., Monira, S., Islam, M. A., & Rahman, M. R. M. (2024). Challenges of Pronunciation Practices in the ESL Curriculum within the CLT Framework in Bangladesh: A Systematic Review. World Journal of Education, 14(3), 137-147. doi:https://doi.org/10.5430/wje.v14n3p137
  31. Shirinova D., A. N. (2022). Integrativ ta’lim texnologiyalari. Toshkent: Istiqlol nashriyoti.
  32. Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation. Frontiers in Psychology, Volume 14 - 2023. doi:https://doi.org/10.3389/fpsyg.2023.1210187
  33. Suzukida, Y. (2021). The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications. RELC Journal, 52(1), 48-61. doi:https://doi.org/10.1177/0033688220987655
  34. Syarif, A. (2025). Why Nurses Excel: The Role of Work Environment and Motivation. Jurnal Studi Pemerintahan dan Akuntabilitas, 4(2), 121-131. doi:https://doi.org/10.35912/jastaka.v4i2.5228
  35. Toyama, M., & Hori, T. (2025). Technology-enhanced multimodal approaches in classroom L2 pronunciation training. Frontiers in Education, Volume 10 - 2025. doi:https://doi.org/10.3389/feduc.2025.1552470
  36. Turaeva G. (2020). Boshlang‘ich ta’limda fonetik ko‘nikmalarni shakllantirish metodikasi. Toshkent.
  37. Turker, S., Reiterer, S. M., Schneider, P., & Seither-Preisler, A. (2019). Auditory Cortex Morphology Predicts Language Learning Potential in Children and Teenagers. Frontiers in Neuroscience, Volume 13 - 2019. doi:https://doi.org/10.3389/fnins.2019.00824
  38. Vygotskiy L. S. (2018). Muloqot va tafakkur psixologiyasi Moskva.
  39. Walesiak, B. (2021). Mobile apps for pronunciation training: Exploring learner engagement and retention.
  40. Wenrich, K. A., Davidson, L. S., & Uchanski, R. M. (2017). Segmental and suprasegmental perception in children using hearing aids. Journal of the American Academy of Audiology, 28(10), 901-912. doi:https://doi.org/10.3766/jaaa.16105
  41. Wenrich, K. A., Davidson, L. S., & Uchanski, R. M. (2017). Segmental and Suprasegmental Perception in Children Using Hearing Aids. J Am Acad Audiol, 28(10), 901-912. doi:https://doi.org/10.3766/jaaa.16105
  42. White, E. J., Hutka, S. A., Williams, L. J., & Moreno, S. (2013). Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan. Front Syst Neurosci, 7, 90. doi:https://doi.org/10.3389/fnsys.2013.00090
  43. Xakimova Z.A. (2021). Fonetik mashqlarni interfaol metodlar orqali tashkil etish. Samarqand: SamDU nashri.
  44. Ximenes, R., Utari Dewi, N. D., & Widnyani, I. A. P. S. (2024). Strategic Tourism Development by the Municipal Government of Baucau, Timor-Leste. Jurnal Studi Pemerintahan dan Akuntabilitas, 4(1), 29-41. doi:https://doi.org/10.35912/jastaka.v4i1.2358
  45. Yasa, P. T., Yuliansyah, Y., & Kesumaningrum, N. D. (2021). The influence of ethics, experience, and competence on auditors’ professional skepticism (Study at BPKP representative of Lampung Province). Jurnal Studi Pemerintahan dan Akuntabilitas, 1(1), 1-23. doi:https://doi.org/10.35912/jastaka.v1i1.34
  46. Zhang, M. (2024). Enhancing self-regulation and learner engagement in L2 speaking: exploring the potential of intelligent personal assistants within a learning-oriented feedback framework. BMC Psychol, 12(1), 421. doi:https://doi.org/10.1186/s40359-024-01917-0
  47. Zimnyaya I A. (2017). Psixologiya obucheniya inostrannym yazykam. Moskva: Prosveshchenie.