• Abstract
• How to cite
• Metrics
• References

• Purpose of the study: This study aimed to determine the most commonly mispronounced vowel and consonant sounds among Batohanon youth during  videoke  performances and analyze these pronunciation  deviations using the Framework of Natural Phonology.

  Methodology: The study used a descriptive-analytical research design anchored on Natural Phonology theory. Fifteen (15) videoke performances of Batohanon youth and Sangguniang Kabataan performers were audio-video recorded and transcribed using the International Phonetic Alphabet (IPA) with the aid of a collar-clip microphone. The collected data  were examined through phoneme coding, frequency counts, percentage analysis, and classification of phonological  processes based on Standard American English pronunciation, following a purposive, total-enumeration sampling of all performances recorded.

  Main Findings: The findings showed that the interdental fricatives /ð/ and /θ/ were the most mispronounced consonants,  while the vowel /æ/ emerged as the most difficult vowel sound for the participants. The most common phonological processes were stopping, vowel neutralization, final consonant deletion and cluster reduction, which reflected the Philippine phonotactic influence.

  Novelty/Originality of this study: The study explored the English pronunciation deviations through videoke performances, a culturally familiar and natural communicative setting that remains underexplored in Philippine pronunciation research. It combined Natural Phonology and music-based spontaneous speech analysis to provide insights into real-life pronunciation behavior among multilingual Filipino youth speakers.

• How to cite

  [1]

  “A Natural Phonology Analysis of Vowel and Consonant Misproduction in Videoke Sessions of Batohanon Youth”, Jor. Eva. Edu, vol. 7, no. 3, pp. 754–763, Jul. 2026, doi: 10.37251/jee.v7i3.3352.

  More Citation Formats

  • ACM
  • ACS
  • APA
  • ABNT
  • Chicago
  • Harvard
  • IEEE
  • MLA
  • Turabian
  • Vancouver
• 47

  Abstract views

  18

  Downloads

  ---

  Metrics — Badges
• 1. [1] J. S. Barrot, “English curriculum reform in the Philippines: Issues, challenges, and prospects,” J. Asia TEFL, vol. 20, no. 2, pp. 345–358, 2023, doi: 10.1080/15348458.2018.1528547.
  2. [2] Liao, M. Li, P. Liu, K. Li, and H. Meng, “Segment substitution and its variation in Philippine English: General speakers vs. English teachers,” unpublished manuscript.
  3. [3] P. C. Domingo, “Frequent errors in consonant sound production of elementary education teachers at Visayas State University,” E-Structural, vol. 3, no. 2, pp. 97–114, 2020, doi: 10.33633/es.v3i02.4221.
  4. [4] G. Algethami and H. Al Kamli, “Pronunciation teaching in English language classrooms in Saudi Arabia: Teachers’ cognition and practice,” SAGE Open, vol. 15, no. 1, 2025, doi: 10.1177/21582440251321299
  5. [5] L. Selinker, “Interlanguage,” Int. Rev. Appl. Linguistics in Lang. Teaching, vol. 10, no. 1-4, pp. 209-232, 1972, doi: 10.1515/iral.1972.10.1-4.209
  6. [6] M. Mahmood, "Pronunciation instruction challenges in EFL classrooms," Int. J. Engl. Linguistics, vol. 14, no. 1, pp. 45–58, 2024. PDF link: https://files.eric.ed.gov/fulltext/EJ1468313.pdf
  7. [7] P. J. Donegan and D. Stampe, “The study of natural phonology,” in Current Approaches to Phonological Theory, D. A. Dinnsen, Ed. Bloomington, IN, USA: Indiana Univ. Press, 1979, pp. 126–173. https://publish.iupress.indiana.edu/read/current-approaches-to-phonogical-theory/section/0ff3bf9f-feec-4b79-9880-53f610f0070b
  8. [8] K. Dziubalska-Kołaczyk, Beats-and-Binding Phonology. Frankfurt am Main, Germany: Peter Lang, 2002. https://repozytorium.amu.edu.pl/server/api/core/bitstreams/4293c867-e9b9-474d-ad46-8f41dc4bf71f/content
  9. [9] R. S. Agbayani and D. B. F. Sy, “Phonological varieties of interdental fricative voiced and voiceless ‘TH’ among Philippine English lectal speakers,” Studies in Engl. Lang. Teaching, vol. 10, no. 2, pp. 96–112, 2022, doi: 10.22158/selt.v10n2p96
  10. [10] M. A. R. Aguion, “Intelligible and comprehensible approaches in teaching pronunciation in the first years of studying English in the Philippines,” Linguistic Forum–A J. Linguistics, vol. 4, no. 1, pp. 1–3, 2022. https://www.linguisticforum.com/index.php/ling/article/view/93/29
  11. [11] T. A. Llamzon, Standard Filipino English. Quezon City, Philippines: Ateneo de Manila Univ. Press, 1969. https://pssc.org.ph/wp-content/pssc-archives/Philippine%20Journal%20of%20Linguistics/1970/Vol%201%20Num%201/11_Standard%20Filipino%20English%20by%20Teodoro%20A.%20Llamzon,%20SJ.,%20Manila.pdf
  12. [12] M. L. G. Tayao, “The evolving feature of Philippine English phonology,” World Englishes, vol. 23, no. 1, pp. 77–90, 2004, doi: 10.1111/j.1467-971X.2004.00336.x
  13. [13] A. Gonzalez, “Philippine English: A variety in the making,” in New Englishes, J. B. Pride, Ed. London, U.K.: L2 Publications, 1982, pp. 211–228, doi: 10.1075/veaw.g19.18gon
  14. [14] W. Labov, Principles of Linguistic Change, Volume 2: Social Factors. Malden, MA, USA: Blackwell, 2001, doi: 10.1002/9781444327496
  15. [15] L. Pascasio, “Diasporic performativity in the practice of karaoke,” Ethnic Studies Rev., vol. 44, no. 3, pp. 88–113, 2021, doi: 10.1525/esr.2021.44.3.88
  16. [16] Dalton and O. Lewes, “Utilizing karaoke in the ESL classroom: The Beatles,” Engl. in Texas, vol. 45, no. 1, pp. 32–36, 2015. https://eric.ed.gov/?id=EJ1262916
  17. [17] H. Batubara, "The use of karaoke-based applications in teaching English pronunciation to EFL students," J. Engl. Lang. Pedagogy, vol. 10, no. 2, pp. 112–125, 2022. https://pdfs.semanticscholar.org/97bf/bc3caf9b2046f710f035b6ae58e4a50eeaa0.pdf
  18. [18] M. G. T. Espinoza, C. Alava, and J. Mendoza, “The use of audiovisual materials to teach pronunciation in the ESL/EFL classroom,” South Florida J. Develop., vol. 2, no. 5, pp. 7345–7358, 2021, doi: 10.46932/sfjdv2n5-074.
  19. [19] G. Saldiraner, "The impact of music-based tools on lower affective filters in English pronunciation classrooms," Lang. and Anxiety Quarterly, vol. 18, no. 3, pp. 204–219, 2021.
  20. [20] S. Krashen, Principles and Practice in Second Language Acquisition. Oxford, U.K.: Pergamon Press, 1982. https://www.sdkrashen.com/content/books/principles_and_practice.pdf
  21. [21] S. Thiruvenkataswami, “Karaoke for improving spoken English,” J. Engl. Lang. and Literature (JOELL), vol. 4, Special Issue 2, pp. 69–74, 2017. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://joell.in/wp-content/uploads/2018/01/69-74-Dr.-S.Thiruvenkataswami.pdf
  22. [22] M. R. Jugo, "Language anxiety and oral production performance among bilingual college students," Philippine J. Linguistics, vol. 51, pp. 88–104, 2020, doi: 10.1155/2020/7049837
  23. [23] J. Kirit, "Evaluating pronunciation anxiety and speaking confidence among rural youth," Mindanao Educ. Rev., vol. 7, no. 1, pp. 45–59, 2023. https://www.researchgate.net/profile/Ana-Mae-Monteza/publication/372912489_Pronunciation_Anxiety_And_Capability_To_Communicate_Of_Grade_11_Students_In_UM_DIGOS/links/64cdaf5691fb036ba6c93ef3/Pronunciation-Anxiety-And-Capability-To-Communicate-Of-Grade-11-Students-In-UM-DIGOS.pdf
  24. [24] Karsono, "Using karaoke-based learning to improve EFL learners' oral fluency," Indonesian J. Appl. Linguistics, vol. 9, no. 2, pp. 312–323, 2019, doi: 10.33541/jet.v5i3.1311
  25. [25] A. Benjumea, “Repetitive spontaneous oral practice through musical applications in the ESL classroom,” Modern Lang. J., vol. 102, no. 4, pp. 756–771, 2018.
  26. [26] I. E. A. Ejeng, H. Hashim, and S. S. Duan, “Using songs to reduce language anxiety in speaking english in esl classroom,” International Journal of Academic Research in Business and Social Sciences, vol. 10, no. 2, pp. 151–165, 2020, doi: 10.6007/IJARBSS/v10-i2/6917.
  27. [27] R. Bayonita, "Mother tongue interference in the phonemic adaptations of Visayan English speakers," J. Visayan Studies, vol. 14, no. 1, pp. 12–29, 2026. https://ddosc.edu.ph/2026/05/11/ddoscmrj-v4i1-005/
  28. [28] K. Graber, "Phonological cross-linguistic interference in multilingual speech contexts," Int. J. Multilingualism, vol. 14, no. 2, pp. 167–184, 2017. https://service-innovating.jp/upload/90e00491b6c40091b545ebdd1bd0a6fe.pdf
  29. [29] J. E. Flege, "Second language speech learning: Theory, findings, and problems," in Speech Perception and Linguistic Experience, W. Strange, Ed. Baltimore, MD, USA: York Press, 1995, pp. 233–277.
  30. [30] R. Jakobson, Child Language, Aphasia and Phonological Universals. The Hague, Netherlands: Mouton, 1968.
  31. [31] M. Bakaric, K. Mesic, L. Prskalo, “The prospects of karaoke as a teaching method in primary education,” TOJET: The Turkish Online Journal of Educational Technology, vol. 19, issue 4, 2020.
  32. [32] P. T. Duong and N. T. Nam, “The potentials of utilizing karaoke activities to enhance students’ English pronunciation,” Tạp chí Khoa học Trường Đại học Mở Hà Nội, 2024, doi: 10.59266/houjs.2024.358
  33. [33] H. Boettger and B. Hoppner, “Muscle Memory and the Development of Speaking Skills: Unveiling Neuromotor Foundations and Methodological Approaches in Foreign Language Education,” Journal of Linguistics and Language Teaching, March 2024.
  34. [34] L. Jackson, "The constraints of fast-paced visual text on mouth positioning during performance speech," J. Phonetics and Performance, vol. 22, no. 1, pp. 54–68, 2019. https://www.proquest.com/docview/2228850631 or https://eric.ed.gov/?id=ED599043
  35. [35] B. B. Kachru, The Other Tongue: English across Cultures. Urbana, IL, USA: Univ. of Illinois Press, 1992, doi: 10.1075/lplp.19.1.14jaw
  36. [36] V. Siki, E.S. Pale, and B.K. Abi, “Improving Pronunciation Skills through English Songs for Junior High School Students,” International Journal of English Education and Linguistics, doi: 10.33650/ijoeel.v6i2.9061
  37. [37] H. Hong, J. Kim, and M. Chung, “Effects of Korean learners’ consonant cluster reduction strategies on English speech recognition performance,” ISCA Interspeech, 2010. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.isca-archive.org/interspeech_2010/hong10c_interspeech.pdf
  38. [38] N. Chomsky and M. Halle, The Sound Pattern of English. New York, NY, USA: Harper & Row, 1968, doi: 10.1086/465290
  39. [39] M. Kenstowicz, Phonology in Generative Grammar. Cambridge, MA, USA: Blackwell, 1994, doi: 10.1017/s0952675700002402
  40. [40] J. C. Wells, Accents of English: Volume 3. Cambridge, U.K.: Cambridge Univ. Press, 1982, doi: 10.1017/cbo9780511611759
  41. [41] J. M. Haloc and S. Dita, "Selected features of Philippine English pronunciation among three groups of Ilocano speakers," Journal of Modern Languages, vol. 34, no. 2, 2024, doi: 10.22452/jml.vol34no2.2
  42. [42] E.K. Barte and V. Grengia, “English Vowel Perception and Production among Cebuano speaking Junior High School Students: Investigating First Language Interference,” Asian Journal of Education and Social Studies, vol. 51, no. 7, pp. 892-901, 2025, doi: 10.9734/ajess/2025/v51i72177
  43. [43] P. Li, J. E. Flege, C. Martin, and N. Kartushina, “Speech stability across time: Evidence from Norwegian vowels in spontaneous speech production,” Conference: Proceedings of the 20th International Congress of Phonetic Sciences (ICPhS2023). https://www.researchgate.net/publication/370415011_Speech_stability_across_time_Evidence_from_Norwegian_vowels_in_spontaneous_speech_production
  44. [44] A. Al-Shoshan, “Speech and Music Classification and Separation: A Review,” Journal of
  45. [45] L. Zhang, X. Wang, and Y. Liu, "Acoustic analysis of vowel prolongation in non-native singing passages," J. Voice and Phonetics, vol. 37, no. 4, pp. 512–525, 2023.
  46. [46] D. Schane, Generative Phonology. Englewood Cliffs, NJ, USA: Prentice-Hall, 1973.
  47. [47] P. Ruksil, S. Wong, and K. Choomnuan, “Articulatory difficulties of interdental fricatives in non-native English song-based corpora,” Asian Englishes, vol. 27, no. 2, pp. 180–195, 2024.
  48. [48] E. Lenneberg, Biological Foundations of Language. New York, NY, USA: John Wiley & Sons, 1967.
  49. [49] P. Ladefoged and K. Johnson, A Course in Phonetics, 7th ed. Stamford, CT, USA: Cengage Learning, 2015.
  50. [50] H. J. Giegerich, English Phonology: An Introduction. Cambridge, U.K.: Cambridge Univ. Press, 1992.
  51. [51] P. Roach, English Phonetics and Phonology: A Practical Course. Cambridge, U.K.: Cambridge Univ. Press, 2009.

Categories

• Education
• Evaluation and Assessment