The Perceived Impact of TRIPLE E-Based Training on English Pronunciation Learning and Teaching

Eyad Ahmad Almithqal; Tomasz John

doi:10.35516/Hum.2026.8938

Authors

Eyad Ahmad Almithqal English department, Philadelphia University, Amman, JORDAN https://orcid.org/0009-0005-5532-869X
Tomasz John Education department, Strathclyde University, Glascow, SCOTLAND https://orcid.org/0000-0002-3696-080X

DOI:

https://doi.org/10.35516/Hum.2026.8938

Keywords:

Pronunciation teaching, instructional Strategies, student engagement, innovative teaching

Abstract

Objective: This study investigates the perceived impact of TRIPLE E-based training on English pronunciation learning and teaching by examining the perspectives of Jordanian university lecturers and students.

Methods: Employing a mixed-methods approach, six university lecturers participated in interviews, and three engaged in focus group discussions to evaluate the efficacy of TRIPLE E training. Classroom observations (N=6 cases) tracked the integration of perceived benefits into pronunciation teaching practices. A questionnaire was administered to student participants (N=322), supplemented by six focus group discussions (N=6).

Results: The findings underscore the significant positive impacts of TRIPLE E workshops on pronunciation teaching, emphasising the transformative role of ICT tools and instructional strategies guided by rubrics. This transformation led to a shift in lecturers' roles towards facilitation, fostering interactive learning environments that transcended classroom boundaries. Students perceived tools such as YouGlish and Rose Medical as accurate and time-efficient, resulting in heightened engagement, motivation, and self-directed learning, enhancing pronunciation skills beyond conventional classroom settings.

Recommendations: In light of the findings, this study recommends integrating pronunciation apps and interactive learning tools to enable independent student practice, both inside and outside the classroom. It also suggests ongoing professional development for lecturers, such as TRIPLE E workshops, to equip them with TPACK knowledge and foster student-centered teaching. This approach encourages students to take ownership of their pronunciation learning through self-directed practice and immediate feedback.

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