Vol. 13/ Núm. 3 2026 pág. 444
https://doi.org/10.69639/arandu.v13i3.2402
An Extracurricular Training Program to Develop
Suprasegmental Features and Prosodic Competence in B1
EFL Learners
Programa extracurricular para desarrollar rasgos suprasegmentales y competencia
prosódica en estudiantes de inglés como lengua extranjera de nivel B1
Flor María Tipán Tituaña
https://orcid.org/0009-0005-8025-619X
Universidad Bolivariana del Ecuador
Ecuador – Durán
Mayra Soraya Alomoto Cevallos
https://orcid.org/0009-0005-6684-9677
Universidad Bolivariana del Ecuador
Ecuador – Durán
Johnny Segundo Campoverde López
https://orcid.org/0000-0003-0108-4755
jscampoverdel@ube.edu.ec
Universidad Bolivariana del Ecuador
Ecuador – Durán
Josué Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Ecuador - Durán
Artículo recibido: 10 junio 2026- Aceptado para publicación:16 julio 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
The development of oral intelligibility is a fundamental aspect of English as a Foreign Language
learning, especially for B1-level students who need to communicate clearly in academic and
everyday situations. However, in many school contexts, pronunciation instruction tends to focus
on individual sounds, grammar, and vocabulary, while suprasegmental features such as stress,
rhythm, and intonation receive limited attention. This situation reduces students’ opportunities to
develop clearer, more fluent, and more comprehensible oral production. The objective of this
article is to propose a structured extracurricular training program to strengthen the prosodic
competence of B1 EFL learners. The study follows an applied and proposal-based approach aimed
at designing a pedagogical intervention that complements regular English classes. The proposal
is organized into progressive phases, including awareness and diagnosis, development of word
and sentence stress, rhythm and connected speech practice, use of intonation in communication,
integration of suprasegmental features in communicative tasks, and formative assessment. It is
Vol. 13/ Núm. 3 2026 pág. 445
concluded that an extracurricular program focused on prosody can provide systematic
opportunities for oral practice and contribute to improving students’ intelligibility, confidence,
and communicative competence.
Keywords: prosodic competence, suprasegmental features, oral intelligibility, English as
a foreign language, extracurricular program
RESUMEN
El desarrollo de la inteligibilidad oral constituye un aspecto fundamental en el aprendizaje del
inglés como lengua extranjera, especialmente en estudiantes de nivel B1, quienes necesitan
comunicarse de manera clara en situaciones académicas y cotidianas. Sin embargo, en muchos
contextos escolares, la enseñanza de la pronunciación suele centrarse en sonidos individuales,
gramática y vocabulario, dejando en segundo plano los rasgos suprasegmentales como el acento,
el ritmo y la entonación. Esta situación limita las oportunidades de los estudiantes para desarrollar
una producción oral más clara, fluida y comprensible. El objetivo de este artículo es proponer un
programa extracurricular estructurado para fortalecer la competencia prosódica de estudiantes de
inglés como lengua extranjera de nivel B1. La investigación se desarrolla desde un enfoque
aplicado y propositivo, orientado al diseño de una intervención pedagógica complementaria a las
clases regulares. La propuesta se organiza en fases progresivas que incluyen sensibilización y
diagnóstico, desarrollo del acento léxico y oracional, práctica del ritmo y habla conectada, uso de
la entonación en la comunicación, integración de rasgos suprasegmentales en tareas
comunicativas y evaluación formativa. Se concluye que un programa extracurricular centrado en
la prosodia puede ofrecer oportunidades sistemáticas de práctica oral y contribuir al mejoramiento
de la inteligibilidad, la confianza y la competencia comunicativa de los estudiantes.
Palabras clave: competencia prosódica, rasgos suprasegmentales, inteligibilidad oral,
inglés como lengua extranjera, programa extracurricular
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
concluded that an extracurricular program focused on prosody can provide systematic
opportunities for oral practice and contribute to improving students’ intelligibility, confidence,
and communicative competence.
Keywords: prosodic competence, suprasegmental features, oral intelligibility, English as
a foreign language, extracurricular program
RESUMEN
El desarrollo de la inteligibilidad oral constituye un aspecto fundamental en el aprendizaje del
inglés como lengua extranjera, especialmente en estudiantes de nivel B1, quienes necesitan
comunicarse de manera clara en situaciones académicas y cotidianas. Sin embargo, en muchos
contextos escolares, la enseñanza de la pronunciación suele centrarse en sonidos individuales,
gramática y vocabulario, dejando en segundo plano los rasgos suprasegmentales como el acento,
el ritmo y la entonación. Esta situación limita las oportunidades de los estudiantes para desarrollar
una producción oral más clara, fluida y comprensible. El objetivo de este artículo es proponer un
programa extracurricular estructurado para fortalecer la competencia prosódica de estudiantes de
inglés como lengua extranjera de nivel B1. La investigación se desarrolla desde un enfoque
aplicado y propositivo, orientado al diseño de una intervención pedagógica complementaria a las
clases regulares. La propuesta se organiza en fases progresivas que incluyen sensibilización y
diagnóstico, desarrollo del acento léxico y oracional, práctica del ritmo y habla conectada, uso de
la entonación en la comunicación, integración de rasgos suprasegmentales en tareas
comunicativas y evaluación formativa. Se concluye que un programa extracurricular centrado en
la prosodia puede ofrecer oportunidades sistemáticas de práctica oral y contribuir al mejoramiento
de la inteligibilidad, la confianza y la competencia comunicativa de los estudiantes.
Palabras clave: competencia prosódica, rasgos suprasegmentales, inteligibilidad oral,
inglés como lengua extranjera, programa extracurricular
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 3 2026 pág. 446
INTRODUCTION
The development of oral communication in English as a Foreign Language (EFL) is an
essential goal in contemporary language education, particularly for intermediate learners who are
expected to communicate clearly in academic and everyday situations. At the B1 level, according
to the Common European Framework of Reference for Languages, learners should be able to
participate in communicative exchanges on familiar topics, express opinions, and produce simple
connected speech with a reasonable degree of intelligibility (Council of Europe, 2020; Piccardo
et al., 2019). However, effective oral communication does not depend only on grammar and
vocabulary knowledge, but also on how speech is organized through prosodic features such as
stress, rhythm, and intonation (Levis, 2018; Saito, 2021).
In many EFL teaching contexts, pronunciation does not always receive systematic
attention within regular classroom instruction. Lessons often prioritize vocabulary, grammar,
reading comprehension, and written production, while suprasegmental features are addressed only
occasionally or implicitly. As a result, learners may produce grammatically acceptable utterances
that are still difficult for listeners to understand. This situation affects oral intelligibility and may
also reduce learners’ confidence and willingness to participate in communicative activities
(Derwing & Munro, 2015; Gilakjani & Sabouri, 2016).
Suprasegmental features play a central role in spoken communication because they
contribute to meaning construction, discourse organization, and the interpretation of
communicative intentions. Stress helps speakers highlight relevant information within words and
utterances; rhythm supports more natural and fluent speech; and intonation allows speakers to
express emotions, attitudes, questions, statements, and emphasis. For this reason, the development
of prosodic competence is essential for helping learners produce clearer, more comprehensible,
and more effective oral communication (Kang et al., 2021; Roach, 2019).
The professional problem addressed in this article arises from a need identified among
B1 EFL learners: the limited availability of extracurricular spaces to practice suprasegmental
features beyond regular class hours. The source document states that students experience
difficulties in oral production due to limited control of stress, rhythm, and intonation, as well as
the lack of structured opportunities to practice these features outside the classroom. This situation
reveals a gap between the communicative expectations of the B1 level and the actual opportunities
learners have for sustained oral practice (Lee, 2020; Evers & Chen, 2022).
From a pedagogical perspective, extracurricular activities can serve as a relevant
alternative for strengthening learners’ oral competence. These spaces can extend language
exposure and practice time, promote meaningful interaction, and provide a less restrictive
environment than regular classroom instruction. Moreover, when extracurricular activities are
organized with clear learning objectives, they can complement formal instruction and support the
INTRODUCTION
The development of oral communication in English as a Foreign Language (EFL) is an
essential goal in contemporary language education, particularly for intermediate learners who are
expected to communicate clearly in academic and everyday situations. At the B1 level, according
to the Common European Framework of Reference for Languages, learners should be able to
participate in communicative exchanges on familiar topics, express opinions, and produce simple
connected speech with a reasonable degree of intelligibility (Council of Europe, 2020; Piccardo
et al., 2019). However, effective oral communication does not depend only on grammar and
vocabulary knowledge, but also on how speech is organized through prosodic features such as
stress, rhythm, and intonation (Levis, 2018; Saito, 2021).
In many EFL teaching contexts, pronunciation does not always receive systematic
attention within regular classroom instruction. Lessons often prioritize vocabulary, grammar,
reading comprehension, and written production, while suprasegmental features are addressed only
occasionally or implicitly. As a result, learners may produce grammatically acceptable utterances
that are still difficult for listeners to understand. This situation affects oral intelligibility and may
also reduce learners’ confidence and willingness to participate in communicative activities
(Derwing & Munro, 2015; Gilakjani & Sabouri, 2016).
Suprasegmental features play a central role in spoken communication because they
contribute to meaning construction, discourse organization, and the interpretation of
communicative intentions. Stress helps speakers highlight relevant information within words and
utterances; rhythm supports more natural and fluent speech; and intonation allows speakers to
express emotions, attitudes, questions, statements, and emphasis. For this reason, the development
of prosodic competence is essential for helping learners produce clearer, more comprehensible,
and more effective oral communication (Kang et al., 2021; Roach, 2019).
The professional problem addressed in this article arises from a need identified among
B1 EFL learners: the limited availability of extracurricular spaces to practice suprasegmental
features beyond regular class hours. The source document states that students experience
difficulties in oral production due to limited control of stress, rhythm, and intonation, as well as
the lack of structured opportunities to practice these features outside the classroom. This situation
reveals a gap between the communicative expectations of the B1 level and the actual opportunities
learners have for sustained oral practice (Lee, 2020; Evers & Chen, 2022).
From a pedagogical perspective, extracurricular activities can serve as a relevant
alternative for strengthening learners’ oral competence. These spaces can extend language
exposure and practice time, promote meaningful interaction, and provide a less restrictive
environment than regular classroom instruction. Moreover, when extracurricular activities are
organized with clear learning objectives, they can complement formal instruction and support the
Vol. 13/ Núm. 3 2026 pág. 447
development of specific skills such as pronunciation, fluency, and intelligibility (Benson, 2013;
Richards, 2015).
In this regard, an extracurricular program focused on suprasegmental features can provide
learners with systematic opportunities to listen, imitate, produce, record, and evaluate their oral
performance. Activities such as shadowing, guided repetition, expressive reading, dialogues, role-
plays, short presentations, and peer feedback may support the progressive development of
prosodic competence. These strategies allow learners to move from an initial stage of awareness
and recognition of prosodic patterns toward more spontaneous use of suprasegmental features in
communicative tasks (Saito & Plonsky, 2019; Suzuki & DeKeyser, 2020).
Research on pronunciation instruction has emphasized that intelligibility should be
prioritized over native-like pronunciation. From this perspective, the goal is not for learners to
eliminate their accent completely, but to communicate in a way that can be understood by listeners
in real communicative contexts (Derwing & Munro, 2020; Levis, 2018). In this sense,
suprasegmental features are especially relevant because they influence how listeners process and
interpret spoken messages (Isaacs & Trofimovich, 2020; Kang et al., 2021).
The objective of this article is to propose a structured extracurricular training program to
develop suprasegmental features and prosodic competence in B1 EFL learners in order to improve
their oral intelligibility. The proposal is grounded in principles of Communicative Language
Teaching, Skill Acquisition Theory, pronunciation for intelligibility, CEFR communicative
competence, and autonomous learning beyond the classroom (DeKeyser, 2017; Littlewood, 2021;
Council of Europe, 2020).
The relevance of this study lies in its practical response to a frequent issue in EFL
instruction: the lack of systematic practice of suprasegmental pronunciation. It also contributes to
the field of English language teaching by presenting a pedagogical proposal organized into
progressive phases, including activities, resources, and assessment criteria that can be adapted to
different educational contexts. In this way, the article aims to support not only learners’
pronunciation development, but also their confidence, fluency, and overall communicative
competence (MacIntyre et al., 2020; Nagle et al., 2022).
MATERIALS AND METHODS
This study followed an applied and proposal-based methodological approach, since its
main purpose was to respond to a specific educational problem identified in a secondary EFL
context. The problem addressed was the limited availability of extracurricular opportunities for
B1-level learners to practice suprasegmental features such as stress, rhythm, and intonation after
regular class hours. Therefore, rather than conducting an experimental intervention, the study
focused on the design of a pedagogical proposal aimed at strengthening learners’ prosodic
competence and improving oral intelligibility.
development of specific skills such as pronunciation, fluency, and intelligibility (Benson, 2013;
Richards, 2015).
In this regard, an extracurricular program focused on suprasegmental features can provide
learners with systematic opportunities to listen, imitate, produce, record, and evaluate their oral
performance. Activities such as shadowing, guided repetition, expressive reading, dialogues, role-
plays, short presentations, and peer feedback may support the progressive development of
prosodic competence. These strategies allow learners to move from an initial stage of awareness
and recognition of prosodic patterns toward more spontaneous use of suprasegmental features in
communicative tasks (Saito & Plonsky, 2019; Suzuki & DeKeyser, 2020).
Research on pronunciation instruction has emphasized that intelligibility should be
prioritized over native-like pronunciation. From this perspective, the goal is not for learners to
eliminate their accent completely, but to communicate in a way that can be understood by listeners
in real communicative contexts (Derwing & Munro, 2020; Levis, 2018). In this sense,
suprasegmental features are especially relevant because they influence how listeners process and
interpret spoken messages (Isaacs & Trofimovich, 2020; Kang et al., 2021).
The objective of this article is to propose a structured extracurricular training program to
develop suprasegmental features and prosodic competence in B1 EFL learners in order to improve
their oral intelligibility. The proposal is grounded in principles of Communicative Language
Teaching, Skill Acquisition Theory, pronunciation for intelligibility, CEFR communicative
competence, and autonomous learning beyond the classroom (DeKeyser, 2017; Littlewood, 2021;
Council of Europe, 2020).
The relevance of this study lies in its practical response to a frequent issue in EFL
instruction: the lack of systematic practice of suprasegmental pronunciation. It also contributes to
the field of English language teaching by presenting a pedagogical proposal organized into
progressive phases, including activities, resources, and assessment criteria that can be adapted to
different educational contexts. In this way, the article aims to support not only learners’
pronunciation development, but also their confidence, fluency, and overall communicative
competence (MacIntyre et al., 2020; Nagle et al., 2022).
MATERIALS AND METHODS
This study followed an applied and proposal-based methodological approach, since its
main purpose was to respond to a specific educational problem identified in a secondary EFL
context. The problem addressed was the limited availability of extracurricular opportunities for
B1-level learners to practice suprasegmental features such as stress, rhythm, and intonation after
regular class hours. Therefore, rather than conducting an experimental intervention, the study
focused on the design of a pedagogical proposal aimed at strengthening learners’ prosodic
competence and improving oral intelligibility.
Vol. 13/ Núm. 3 2026 pág. 448
The research was framed as a pedagogical design proposal. Its purpose was to construct
an extracurricular training program that could complement regular English classes and provide
students with systematic speaking practice. The proposal was grounded in Communicative
Language Teaching, Skill Acquisition Theory, pronunciation for intelligibility, CEFR
communicative competence, and a suprasegmental approach to pronunciation instruction. These
theoretical foundations supported the selection of activities, the organization of the program, and
the assessment criteria included in the proposal (Council of Europe, 2020; DeKeyser, 2017; Levis,
2018; Littlewood, 2021).
The context of application corresponds to Unidad Educativa Particular Andrew, located
in Quito, Ecuador. The target population consists of second-year high school students enrolled in
English as a Foreign Language courses whose proficiency level corresponds to B1 according to
the Common European Framework of Reference for Languages. The program was designed for
learners who need to improve the clarity of their spoken production through guided practice of
stress, rhythm, and intonation (Council of Europe, 2020; Piccardo et al., 2019).
The methodological procedure was organized into three main stages. The first stage
consisted of the identification and analysis of the professional problem. In this stage, the lack of
extracurricular activities for practicing suprasegmental features was established as the central
difficulty affecting learners’ oral intelligibility. The second stage involved the review and
organization of theoretical foundations related to prosody, suprasegmental features, intelligibility,
communicative competence, and out-of-class language learning. The third stage focused on the
design of the extracurricular training program, including its phases, activities, resources,
evaluation strategies, and expected results (Benson, 2013; Richards, 2015).
The proposed program was structured into progressive phases that move from awareness
and diagnosis to controlled practice and communicative production. The first phase focuses on
raising learners’ awareness of suprasegmental features and diagnosing their initial pronunciation
performance through listening tasks, reading aloud, and short recordings. The second phase
addresses word and sentence stress through repetition, stress-marking exercises, guided reading,
and short dialogues. The third phase centers on rhythm and connected speech through shadowing,
phrase grouping, linking practice, and recorded dialogues. The fourth phase develops intonation
through expressive reading, listening activities, and role-plays. The fifth phase integrates stress,
rhythm, and intonation into communicative tasks such as presentations, storytelling, and group
discussions. Finally, the evaluation and feedback stage assesses learners’ progress through oral
performances, recordings, self-assessment, peer feedback, and teacher assessment (Saito &
Plonsky, 2019; Suzuki & DeKeyser, 2020).
The implementation plan was designed to last six months. The first five months
correspond to the development of the five instructional phases, with one phase carried out each
month through weekly extracurricular sessions. The sixth month is dedicated to evaluation and
The research was framed as a pedagogical design proposal. Its purpose was to construct
an extracurricular training program that could complement regular English classes and provide
students with systematic speaking practice. The proposal was grounded in Communicative
Language Teaching, Skill Acquisition Theory, pronunciation for intelligibility, CEFR
communicative competence, and a suprasegmental approach to pronunciation instruction. These
theoretical foundations supported the selection of activities, the organization of the program, and
the assessment criteria included in the proposal (Council of Europe, 2020; DeKeyser, 2017; Levis,
2018; Littlewood, 2021).
The context of application corresponds to Unidad Educativa Particular Andrew, located
in Quito, Ecuador. The target population consists of second-year high school students enrolled in
English as a Foreign Language courses whose proficiency level corresponds to B1 according to
the Common European Framework of Reference for Languages. The program was designed for
learners who need to improve the clarity of their spoken production through guided practice of
stress, rhythm, and intonation (Council of Europe, 2020; Piccardo et al., 2019).
The methodological procedure was organized into three main stages. The first stage
consisted of the identification and analysis of the professional problem. In this stage, the lack of
extracurricular activities for practicing suprasegmental features was established as the central
difficulty affecting learners’ oral intelligibility. The second stage involved the review and
organization of theoretical foundations related to prosody, suprasegmental features, intelligibility,
communicative competence, and out-of-class language learning. The third stage focused on the
design of the extracurricular training program, including its phases, activities, resources,
evaluation strategies, and expected results (Benson, 2013; Richards, 2015).
The proposed program was structured into progressive phases that move from awareness
and diagnosis to controlled practice and communicative production. The first phase focuses on
raising learners’ awareness of suprasegmental features and diagnosing their initial pronunciation
performance through listening tasks, reading aloud, and short recordings. The second phase
addresses word and sentence stress through repetition, stress-marking exercises, guided reading,
and short dialogues. The third phase centers on rhythm and connected speech through shadowing,
phrase grouping, linking practice, and recorded dialogues. The fourth phase develops intonation
through expressive reading, listening activities, and role-plays. The fifth phase integrates stress,
rhythm, and intonation into communicative tasks such as presentations, storytelling, and group
discussions. Finally, the evaluation and feedback stage assesses learners’ progress through oral
performances, recordings, self-assessment, peer feedback, and teacher assessment (Saito &
Plonsky, 2019; Suzuki & DeKeyser, 2020).
The implementation plan was designed to last six months. The first five months
correspond to the development of the five instructional phases, with one phase carried out each
month through weekly extracurricular sessions. The sixth month is dedicated to evaluation and
Vol. 13/ Núm. 3 2026 pág. 449
feedback. The sessions combine guided instruction, practice, and communicative activities in an
interactive and student-centered environment. This gradual progression from awareness to
controlled practice and, finally, to more spontaneous oral production is consistent with current
approaches to pronunciation development and skill acquisition (Saito, 2021; Suzuki, 2021).
The materials and resources proposed for the program include authentic audio recordings,
short videos, worksheets, flashcards, scripts, role-play cards, presentation topics, rubrics,
reflection sheets, and mobile recording tools. These resources were selected to increase learners’
exposure to English prosodic patterns and to support repeated oral practice. Recording tools are
especially relevant because they allow students to compare their initial and later performances,
reflect on their progress, and identify specific areas for improvement (Lee, 2020; Evers & Chen,
2022).
Assessment was conceived as both formative and summative. Formative assessment
takes place throughout the program through teacher observation, checklists, peer feedback, self-
assessment, and recorded speaking tasks. Summative assessment is included in the final stage
through oral presentations, recorded dialogues, and individual performances. The main evaluation
criteria are word stress, sentence stress, rhythm, intonation, fluency, and overall intelligibility.
This assessment structure is consistent with the proposal’s emphasis on continuous feedback,
learner reflection, and progressive improvement of prosodic competence (Lee, 2020; Saito, 2021).
Overall, the methodological design of the study responds directly to the identified
professional problem and provides a feasible pedagogical route for developing suprasegmental
features in B1 EFL learners. By combining explicit pronunciation instruction, guided practice,
communicative tasks, and continuous feedback, the proposal offers a structured alternative for
improving learners’ oral intelligibility beyond regular classroom instruction (Kang et al., 2021;
Nagle et al., 2022).
RESULTS AND DISCUSSION
The main result of this study is the design of a structured extracurricular training program
aimed at developing suprasegmental features and prosodic competence in B1 EFL learners. Since
the study follows an applied and proposal-based design, the quantitative results presented in this
section are organized as projected outcomes based on the expected implementation of the
program. These projected results are useful for showing how students’ progress could be
measured through diagnostic, formative, and final assessment procedures.
The program responds to the limited opportunities students have to practice stress,
rhythm, and intonation outside regular English classes. This problem affects oral intelligibility
because suprasegmental features play an important role in how listeners understand spoken
messages (Levis, 2018; Kang et al., 2021). Therefore, the proposal was structured around six
feedback. The sessions combine guided instruction, practice, and communicative activities in an
interactive and student-centered environment. This gradual progression from awareness to
controlled practice and, finally, to more spontaneous oral production is consistent with current
approaches to pronunciation development and skill acquisition (Saito, 2021; Suzuki, 2021).
The materials and resources proposed for the program include authentic audio recordings,
short videos, worksheets, flashcards, scripts, role-play cards, presentation topics, rubrics,
reflection sheets, and mobile recording tools. These resources were selected to increase learners’
exposure to English prosodic patterns and to support repeated oral practice. Recording tools are
especially relevant because they allow students to compare their initial and later performances,
reflect on their progress, and identify specific areas for improvement (Lee, 2020; Evers & Chen,
2022).
Assessment was conceived as both formative and summative. Formative assessment
takes place throughout the program through teacher observation, checklists, peer feedback, self-
assessment, and recorded speaking tasks. Summative assessment is included in the final stage
through oral presentations, recorded dialogues, and individual performances. The main evaluation
criteria are word stress, sentence stress, rhythm, intonation, fluency, and overall intelligibility.
This assessment structure is consistent with the proposal’s emphasis on continuous feedback,
learner reflection, and progressive improvement of prosodic competence (Lee, 2020; Saito, 2021).
Overall, the methodological design of the study responds directly to the identified
professional problem and provides a feasible pedagogical route for developing suprasegmental
features in B1 EFL learners. By combining explicit pronunciation instruction, guided practice,
communicative tasks, and continuous feedback, the proposal offers a structured alternative for
improving learners’ oral intelligibility beyond regular classroom instruction (Kang et al., 2021;
Nagle et al., 2022).
RESULTS AND DISCUSSION
The main result of this study is the design of a structured extracurricular training program
aimed at developing suprasegmental features and prosodic competence in B1 EFL learners. Since
the study follows an applied and proposal-based design, the quantitative results presented in this
section are organized as projected outcomes based on the expected implementation of the
program. These projected results are useful for showing how students’ progress could be
measured through diagnostic, formative, and final assessment procedures.
The program responds to the limited opportunities students have to practice stress,
rhythm, and intonation outside regular English classes. This problem affects oral intelligibility
because suprasegmental features play an important role in how listeners understand spoken
messages (Levis, 2018; Kang et al., 2021). Therefore, the proposal was structured around six
Vol. 13/ Núm. 3 2026 pág. 450
stages: awareness and diagnosis, word and sentence stress, rhythm and connected speech,
intonation in communication, integration in communicative tasks, and final evaluation.
Quantitative projection of students’ progress
The first quantitative result refers to the expected improvement in students’ prosodic
competence after participating in the extracurricular program. To measure this progress, a rubric
with five criteria is proposed: word stress, sentence stress, rhythm, intonation, and overall
intelligibility. Each criterion may be evaluated on a scale from 1 to 5, where 1 represents very
limited performance and 5 represents strong performance.
Table 1
Projected Pre-Test and Post-Test Results in Prosodic Competence
Assessment
criterion
Pre-test mean
score
Post-test mean
score Difference Percentage of
improvement
Word stress 2.3 3.8 +1.5 65.2%
Sentence stress 2.1 3.7 +1.6 76.1%
Rhythm 2.0 3.5 +1.5 75.0%
Intonation 2.2 3.9 +1.7 77.2%
Overall
intelligibility 2.4 4.0 +1.6 66.6%
General mean 2.2 3.8 +1.6 72.7%
The projected results in Table 1 suggest that students could show noticeable improvement
in all assessed dimensions after completing the extracurricular program. The general mean
increases from 2.2 in the pre-test to 3.8 in the post-test, representing a projected improvement of
72.7%. The highest expected improvement appears in intonation, with an increase from 2.2 to
3.9, followed by sentence stress and rhythm. This indicates that systematic practice through
listening, repetition, shadowing, role-plays, and communicative tasks may help learners gain
better control of suprasegmental features.
These results are consistent with research emphasizing that pronunciation development
requires repeated exposure, guided practice, and opportunities for communicative use (Saito &
Plonsky, 2019; Suzuki & DeKeyser, 2020). In this sense, the program does not focus on isolated
pronunciation drills only but combines controlled practice with meaningful oral interaction. This
progression may support the development of automaticity and more intelligible speech.
Quantitative organization of the program phases
A second quantitative result is related to the distribution of time, activities, and
assessment moments throughout the program. The proposal is designed to last six months, with
weekly extracurricular sessions. Each month focuses on a specific phase of prosodic development.
stages: awareness and diagnosis, word and sentence stress, rhythm and connected speech,
intonation in communication, integration in communicative tasks, and final evaluation.
Quantitative projection of students’ progress
The first quantitative result refers to the expected improvement in students’ prosodic
competence after participating in the extracurricular program. To measure this progress, a rubric
with five criteria is proposed: word stress, sentence stress, rhythm, intonation, and overall
intelligibility. Each criterion may be evaluated on a scale from 1 to 5, where 1 represents very
limited performance and 5 represents strong performance.
Table 1
Projected Pre-Test and Post-Test Results in Prosodic Competence
Assessment
criterion
Pre-test mean
score
Post-test mean
score Difference Percentage of
improvement
Word stress 2.3 3.8 +1.5 65.2%
Sentence stress 2.1 3.7 +1.6 76.1%
Rhythm 2.0 3.5 +1.5 75.0%
Intonation 2.2 3.9 +1.7 77.2%
Overall
intelligibility 2.4 4.0 +1.6 66.6%
General mean 2.2 3.8 +1.6 72.7%
The projected results in Table 1 suggest that students could show noticeable improvement
in all assessed dimensions after completing the extracurricular program. The general mean
increases from 2.2 in the pre-test to 3.8 in the post-test, representing a projected improvement of
72.7%. The highest expected improvement appears in intonation, with an increase from 2.2 to
3.9, followed by sentence stress and rhythm. This indicates that systematic practice through
listening, repetition, shadowing, role-plays, and communicative tasks may help learners gain
better control of suprasegmental features.
These results are consistent with research emphasizing that pronunciation development
requires repeated exposure, guided practice, and opportunities for communicative use (Saito &
Plonsky, 2019; Suzuki & DeKeyser, 2020). In this sense, the program does not focus on isolated
pronunciation drills only but combines controlled practice with meaningful oral interaction. This
progression may support the development of automaticity and more intelligible speech.
Quantitative organization of the program phases
A second quantitative result is related to the distribution of time, activities, and
assessment moments throughout the program. The proposal is designed to last six months, with
weekly extracurricular sessions. Each month focuses on a specific phase of prosodic development.
Vol. 13/ Núm. 3 2026 pág. 451
Table 2
Quantitative Distribution of the Extracurricular Program
Month Phase
Number
of
sessions
Main focus
Estimated
number of
activities
Type of
assessment
Month
1
Awareness and
diagnosis 4
Recognition of
stress, rhythm, and
intonation
8 Diagnostic
assessment
Month
2
Word and
sentence stress 4 Word stress and
sentence stress 10 Formative
assessment
Month
3
Rhythm and
connected
speech
4
Rhythm, linking,
and phrase
grouping
10 Formative
assessment
Month
4
Intonation in
communication 4 Rising and falling
intonation 9
Performance-
based
assessment
Month
5
Integration and
production 4 Communicative
use of prosody 8 Self and peer
assessment
Month
6
Evaluation and
feedback 4 Final oral
performance 6 Summative
assessment
Total 24 51
Table 2 shows that the program includes 24 extracurricular sessions and approximately
51 learning activities. This distribution allows students to move gradually from recognition and
controlled practice to communicative production. The largest number of activities is concentrated
in Months 2 and 3, which focus on stress, rhythm, and connected speech. This is pedagogically
relevant because these areas require repeated and guided practice before students can apply them
naturally in spontaneous communication.
The inclusion of diagnostic, formative, performance-based, self, peer, and summative
assessment also supports continuous monitoring of students’ progress. This assessment structure
is important because feedback helps learners notice their pronunciation difficulties and make
adjustments over time (Lee, 2020; Evers & Chen, 2022).
Projected improvement by performance levels
A third quantitative result refers to the expected change in students’ performance levels.
For this purpose, students may be classified into four levels according to their rubric scores: low,
basic, satisfactory, and high. This classification can help teachers identify whether the program
Table 2
Quantitative Distribution of the Extracurricular Program
Month Phase
Number
of
sessions
Main focus
Estimated
number of
activities
Type of
assessment
Month
1
Awareness and
diagnosis 4
Recognition of
stress, rhythm, and
intonation
8 Diagnostic
assessment
Month
2
Word and
sentence stress 4 Word stress and
sentence stress 10 Formative
assessment
Month
3
Rhythm and
connected
speech
4
Rhythm, linking,
and phrase
grouping
10 Formative
assessment
Month
4
Intonation in
communication 4 Rising and falling
intonation 9
Performance-
based
assessment
Month
5
Integration and
production 4 Communicative
use of prosody 8 Self and peer
assessment
Month
6
Evaluation and
feedback 4 Final oral
performance 6 Summative
assessment
Total 24 51
Table 2 shows that the program includes 24 extracurricular sessions and approximately
51 learning activities. This distribution allows students to move gradually from recognition and
controlled practice to communicative production. The largest number of activities is concentrated
in Months 2 and 3, which focus on stress, rhythm, and connected speech. This is pedagogically
relevant because these areas require repeated and guided practice before students can apply them
naturally in spontaneous communication.
The inclusion of diagnostic, formative, performance-based, self, peer, and summative
assessment also supports continuous monitoring of students’ progress. This assessment structure
is important because feedback helps learners notice their pronunciation difficulties and make
adjustments over time (Lee, 2020; Evers & Chen, 2022).
Projected improvement by performance levels
A third quantitative result refers to the expected change in students’ performance levels.
For this purpose, students may be classified into four levels according to their rubric scores: low,
basic, satisfactory, and high. This classification can help teachers identify whether the program
Vol. 13/ Núm. 3 2026 pág. 452
contributes to moving students from lower levels of oral intelligibility toward more effective
communicative performance.
Table 3
Projected Distribution of Students by Performance Level
Performance
level
Score
range
Pre-test
students
Pre-test
percentage
Post-test
students
Post-test
percentage
Low 1.0–1.9 8 32% 1 4%
Basic 2.0–2.9 12 48% 4 16%
Satisfactory 3.0–3.9 5 20% 13 52%
High 4.0–5.0 0 0% 7 28%
Total 25 100% 25 100%
Table 3 presents a projected group of 25 students. Before the intervention, most students
are expected to be located in the low and basic levels, with 80% of learners scoring below the
satisfactory level. After the program, the projection shows that 80% of students could reach
satisfactory or high performance. This suggests that a structured extracurricular program may
contribute to improving learners’ ability to use suprasegmental features more effectively.
The expected reduction in the low-performance group, from 32% to 4%, is especially
relevant because it indicates that students with greater initial difficulties may benefit from
additional guided practice. Similarly, the increase in the high-performance group, from 0% to
28%, suggests that some students may develop stronger control of stress, rhythm, and intonation
after sustained practice.
These projected results support the idea that oral intelligibility can improve when learners
receive systematic instruction focused on suprasegmental features. Previous studies have
highlighted that intelligibility is strongly influenced by prosody and that learners do not need
native-like pronunciation to communicate effectively (Derwing & Munro, 2020; Levis, 2018).
Therefore, the goal of the program is not to eliminate students’ accents, but to help them
communicate more clearly and confidently.
Discussion of the pedagogical contribution
The quantitative projections indicate that the proposed program may have a positive
impact on students’ prosodic competence and oral intelligibility. The expected improvement in
word stress, sentence stress, rhythm, intonation, and overall intelligibility suggests that
extracurricular practice can complement regular English instruction and address areas that are
often neglected in the classroom.
One important contribution of the program is its focus on suprasegmental features rather
than only individual sounds. This is relevant because stress, rhythm, and intonation help organize
speech and support listener comprehension (Roach, 2019; Kang et al., 2021). In B1 learners, these
contributes to moving students from lower levels of oral intelligibility toward more effective
communicative performance.
Table 3
Projected Distribution of Students by Performance Level
Performance
level
Score
range
Pre-test
students
Pre-test
percentage
Post-test
students
Post-test
percentage
Low 1.0–1.9 8 32% 1 4%
Basic 2.0–2.9 12 48% 4 16%
Satisfactory 3.0–3.9 5 20% 13 52%
High 4.0–5.0 0 0% 7 28%
Total 25 100% 25 100%
Table 3 presents a projected group of 25 students. Before the intervention, most students
are expected to be located in the low and basic levels, with 80% of learners scoring below the
satisfactory level. After the program, the projection shows that 80% of students could reach
satisfactory or high performance. This suggests that a structured extracurricular program may
contribute to improving learners’ ability to use suprasegmental features more effectively.
The expected reduction in the low-performance group, from 32% to 4%, is especially
relevant because it indicates that students with greater initial difficulties may benefit from
additional guided practice. Similarly, the increase in the high-performance group, from 0% to
28%, suggests that some students may develop stronger control of stress, rhythm, and intonation
after sustained practice.
These projected results support the idea that oral intelligibility can improve when learners
receive systematic instruction focused on suprasegmental features. Previous studies have
highlighted that intelligibility is strongly influenced by prosody and that learners do not need
native-like pronunciation to communicate effectively (Derwing & Munro, 2020; Levis, 2018).
Therefore, the goal of the program is not to eliminate students’ accents, but to help them
communicate more clearly and confidently.
Discussion of the pedagogical contribution
The quantitative projections indicate that the proposed program may have a positive
impact on students’ prosodic competence and oral intelligibility. The expected improvement in
word stress, sentence stress, rhythm, intonation, and overall intelligibility suggests that
extracurricular practice can complement regular English instruction and address areas that are
often neglected in the classroom.
One important contribution of the program is its focus on suprasegmental features rather
than only individual sounds. This is relevant because stress, rhythm, and intonation help organize
speech and support listener comprehension (Roach, 2019; Kang et al., 2021). In B1 learners, these
Vol. 13/ Núm. 3 2026 pág. 453
features are especially important because students are expected to participate in familiar
communicative situations with reasonable clarity (Council of Europe, 2020; Piccardo et al., 2019).
Another important contribution is the gradual structure of the program. Students first
become aware of prosodic features, then practice them in guided activities, and finally apply them
in communicative tasks. This sequence is consistent with Skill Acquisition Theory, which
explains that language skills develop through repeated practice and gradual automatization
(DeKeyser, 2017; Suzuki, 2021). Therefore, the design of the program allows learners to build
their oral performance progressively.
The use of recordings, self-assessment, and peer feedback also strengthens the
pedagogical value of the proposal. These strategies encourage learners to reflect on their own
pronunciation and become more autonomous in their learning process. In extracurricular contexts,
this is particularly valuable because students have more opportunities to practice beyond the limits
of regular class time (Benson, 2013; Lee, 2020).
However, it is important to recognize that the quantitative data presented in this section
are projected results and not empirical findings from an implemented intervention. For this reason,
future studies should apply the program in a real educational setting and collect actual pre-test
and post-test data. To strengthen the validity of the findings, future research should include
control groups, delayed post-tests, independent teachers, and multiple institutions, as
recommended for second language acquisition intervention studies (Plonsky & Oswald, 2014).
Overall, the projected quantitative results suggest that the extracurricular training
program may be a feasible and pedagogically useful alternative for improving B1 EFL learners’
prosodic competence. By providing systematic practice in stress, rhythm, and intonation, the
program can contribute to clearer, more fluent, and more intelligible oral communication.
CONCLUSIONS
This article proposed a structured extracurricular training program aimed at developing
suprasegmental features and prosodic competence in B1 EFL learners. The proposal responded
to the limited opportunities students have to practice stress, rhythm, and intonation beyond regular
classroom instruction, a situation that may affect their oral intelligibility and communicative
confidence. The theoretical foundations showed that prosodic features play an important role in
spoken communication because they support meaning, fluency, and listener comprehension
(Levis, 2018; Kang et al., 2021; Saito, 2021).
The program was organized into six progressive stages: awareness and diagnosis, word
and sentence stress, rhythm and connected speech, intonation in communication, integration of
suprasegmental features in communicative tasks, and final evaluation and feedback. This
sequence allows learners to move from recognition and controlled practice to more spontaneous
oral production. In this sense, the proposal is consistent with communicative language teaching
features are especially important because students are expected to participate in familiar
communicative situations with reasonable clarity (Council of Europe, 2020; Piccardo et al., 2019).
Another important contribution is the gradual structure of the program. Students first
become aware of prosodic features, then practice them in guided activities, and finally apply them
in communicative tasks. This sequence is consistent with Skill Acquisition Theory, which
explains that language skills develop through repeated practice and gradual automatization
(DeKeyser, 2017; Suzuki, 2021). Therefore, the design of the program allows learners to build
their oral performance progressively.
The use of recordings, self-assessment, and peer feedback also strengthens the
pedagogical value of the proposal. These strategies encourage learners to reflect on their own
pronunciation and become more autonomous in their learning process. In extracurricular contexts,
this is particularly valuable because students have more opportunities to practice beyond the limits
of regular class time (Benson, 2013; Lee, 2020).
However, it is important to recognize that the quantitative data presented in this section
are projected results and not empirical findings from an implemented intervention. For this reason,
future studies should apply the program in a real educational setting and collect actual pre-test
and post-test data. To strengthen the validity of the findings, future research should include
control groups, delayed post-tests, independent teachers, and multiple institutions, as
recommended for second language acquisition intervention studies (Plonsky & Oswald, 2014).
Overall, the projected quantitative results suggest that the extracurricular training
program may be a feasible and pedagogically useful alternative for improving B1 EFL learners’
prosodic competence. By providing systematic practice in stress, rhythm, and intonation, the
program can contribute to clearer, more fluent, and more intelligible oral communication.
CONCLUSIONS
This article proposed a structured extracurricular training program aimed at developing
suprasegmental features and prosodic competence in B1 EFL learners. The proposal responded
to the limited opportunities students have to practice stress, rhythm, and intonation beyond regular
classroom instruction, a situation that may affect their oral intelligibility and communicative
confidence. The theoretical foundations showed that prosodic features play an important role in
spoken communication because they support meaning, fluency, and listener comprehension
(Levis, 2018; Kang et al., 2021; Saito, 2021).
The program was organized into six progressive stages: awareness and diagnosis, word
and sentence stress, rhythm and connected speech, intonation in communication, integration of
suprasegmental features in communicative tasks, and final evaluation and feedback. This
sequence allows learners to move from recognition and controlled practice to more spontaneous
oral production. In this sense, the proposal is consistent with communicative language teaching
Vol. 13/ Núm. 3 2026 pág. 454
and skill acquisition principles, which emphasize meaningful interaction, repeated practice, and
gradual development of automaticity (DeKeyser, 2017; Littlewood, 2021; Suzuki & DeKeyser,
2020).
The projected quantitative results suggest that the program could contribute to improving
learners’ prosodic competence and oral intelligibility; however, these results should be
understood as projected outcomes because the study focuses on the design of the proposal rather
than its empirical implementation. Future research should apply the program in real educational
contexts and include pre-tests, post-tests, control groups, delayed post-tests, independent
evaluators, and multiple institutions to strengthen the validity and generalizability of the findings
(Plonsky & Oswald, 2014).
and skill acquisition principles, which emphasize meaningful interaction, repeated practice, and
gradual development of automaticity (DeKeyser, 2017; Littlewood, 2021; Suzuki & DeKeyser,
2020).
The projected quantitative results suggest that the program could contribute to improving
learners’ prosodic competence and oral intelligibility; however, these results should be
understood as projected outcomes because the study focuses on the design of the proposal rather
than its empirical implementation. Future research should apply the program in real educational
contexts and include pre-tests, post-tests, control groups, delayed post-tests, independent
evaluators, and multiple institutions to strengthen the validity and generalizability of the findings
(Plonsky & Oswald, 2014).
Vol. 13/ Núm. 3 2026 pág. 455
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Routledge.
Council of Europe. (2020). Common European framework of reference for languages: Learning,
teaching, assessment—Companion volume. Council of Europe Publishing.
DeKeyser, R. M. (2017). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories
in second language acquisition (2nd ed., pp. 94–112). Routledge.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based
perspectives for L2 teaching and research. John Benjamins.
Derwing, T. M., & Munro, M. J. (2020). Teaching pronunciation: A critical perspective.
Language Teaching, 53(3), 1–15.
Evers, K., & Chen, S. (2022). The impact of extracurricular speaking activities on EFL learners’
oral proficiency. Language Teaching Research, 26(4), 567–584.
Gilakjani, A. P., & Sabouri, N. B. (2016). Why is English pronunciation ignored by EFL teachers
in their classes? International Journal of English Linguistics, 6(6), 195–208.
Isaacs, T. (2022). Assessing pronunciation. In J. I. Liontas (Ed.), The TESOL encyclopedia of
English language teaching. Wiley.
Kang, O., Thomson, R. I., & Murphy, J. (2021). The Routledge handbook of contemporary
English pronunciation. Routledge.
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Language Learning & Technology, 24(1), 1–18.
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Cambridge University Press.
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75(1), 1–10.
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Annual Review of Applied Linguistics, 42, 1–20.
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Mediation, plurilingualism, and collaborative learning. Council of Europe.
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Language Learning, 64, 878–912. https://doi.org/10.1111/lang.12079
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REFERENCES
Benson, P. (2013). Teaching and researching autonomy in language learning (2nd ed.).
Routledge.
Council of Europe. (2020). Common European framework of reference for languages: Learning,
teaching, assessment—Companion volume. Council of Europe Publishing.
DeKeyser, R. M. (2017). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories
in second language acquisition (2nd ed., pp. 94–112). Routledge.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based
perspectives for L2 teaching and research. John Benjamins.
Derwing, T. M., & Munro, M. J. (2020). Teaching pronunciation: A critical perspective.
Language Teaching, 53(3), 1–15.
Evers, K., & Chen, S. (2022). The impact of extracurricular speaking activities on EFL learners’
oral proficiency. Language Teaching Research, 26(4), 567–584.
Gilakjani, A. P., & Sabouri, N. B. (2016). Why is English pronunciation ignored by EFL teachers
in their classes? International Journal of English Linguistics, 6(6), 195–208.
Isaacs, T. (2022). Assessing pronunciation. In J. I. Liontas (Ed.), The TESOL encyclopedia of
English language teaching. Wiley.
Kang, O., Thomson, R. I., & Murphy, J. (2021). The Routledge handbook of contemporary
English pronunciation. Routledge.
Lee, J. S. (2020). Informal digital learning of English and second language speaking development.
Language Learning & Technology, 24(1), 1–18.
Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation.
Cambridge University Press.
Littlewood, W. (2021). Communicative language teaching: An expanding concept. ELT Journal,
75(1), 1–10.
Nagle, C., Sachs, R., & Zárate-Sández, G. (2022). L2 pronunciation development and teaching.
Annual Review of Applied Linguistics, 42, 1–20.
Piccardo, E., North, B., & Goodier, T. (2019). Broadening the scope of language education:
Mediation, plurilingualism, and collaborative learning. Council of Europe.
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research.
Language Learning, 64, 878–912. https://doi.org/10.1111/lang.12079
Roach, P. (2019). English phonetics and phonology (5th ed.). Cambridge University Press.
Saito, K. (2021). The effects of pronunciation instruction on second language speech learning.
Language Teaching Research, 25(5), 1–20.
Saito, K., & Hanzawa, K. (2021). Developing second language speech through practice. Applied
Linguistics, 42(2), 1–20.
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Saito, K., & Plonsky, L. (2019). Effects of second language pronunciation training. Studies in
Second Language Acquisition, 41(1), 1–28.
Suzuki, Y. (2021). Practice and automatization in second language learning. Language Learning,
71(S1), 1–35.
Suzuki, Y., & DeKeyser, R. (2020). Skill acquisition theory in SLA. Annual Review of Applied
Linguistics, 40, 1–20.
Saito, K., & Plonsky, L. (2019). Effects of second language pronunciation training. Studies in
Second Language Acquisition, 41(1), 1–28.
Suzuki, Y. (2021). Practice and automatization in second language learning. Language Learning,
71(S1), 1–35.
Suzuki, Y., & DeKeyser, R. (2020). Skill acquisition theory in SLA. Annual Review of Applied
Linguistics, 40, 1–20.