Pronounciation Teaching Techniques in English with Lucy Youtube Videos: A Qualitative Content Analysis
Abstract
Pronunciation instruction remains underrepresented in formal EFL curricula, prompting learners to seek pronunciation input from digital sources such as YouTube. Although research on YouTube-based pronunciation learning has grown substantially, most existing studies examine learner outcomes or learner perceptions, leaving the instructional content of popular pronunciation channels largely unexamined. This study addresses that gap through a qualitative content analysis of pronunciation-teaching techniques in three videos from the English with Lucy YouTube channel, guided by Celce-Murcia et al.'s (1996) communicative pronunciation-teaching framework and Pennington's (2021) intelligibility-centered approach. The three videos were purposively selected to represent segmental features, suprasegmental features and pronunciation accuracy, and connected speech. Video transcripts were coded for pronunciation feature, teaching technique, and instructional purpose, and the coded data were analyzed through data reduction, data display, and conclusion drawing. The findings show that English with Lucy employs a range of pronunciation-teaching techniques — including explicit explanation, articulation demonstration, modelling, repetition, corrective feedback, contrastive explanation, and contextualized practice — and that the specific combination of techniques used shifts systematically with the phonological focus of each video, moving from segmental accuracy, to suprasegmental awareness, to connected-speech comprehension. These findings suggest that digital pronunciation instruction on this channel integrates sound production, pronunciation awareness, and spoken-language comprehension within a coherent instructional trajectory. The study contributes theoretically by extending established pronunciation-pedagogy frameworks to the analysis of instructional YouTube videos as pedagogical artifacts, and practically by offering guidance for EFL teachers, content creators, and curriculum designers seeking to evaluate or design digital pronunciation materials.
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