Integrating Pronunciation into Communicative Language Teaching: A Systematic Review of Pedagogical Evidence

Abstract

This systematic review examines how integrating pronunciation instruction into
Communicative Language Teaching (CLT) influences learning outcomes in English as a
Second/Foreign Language (ESL/EFL) contexts. Following PRISMA guidelines, we
searched ERIC, LLBA, PsycINFO, Scopus, and Web of Science for studies published
between 1980 and 2024, screening and appraising eligible studies for methodological
quality. Thirty-seven studies met the inclusion criteria. Findings indicate that CLTintegrated pronunciation instruction consistently improves intelligibility and
comprehensibility more than decontextualized or form-focused approaches, especially
when paired with explicit feedback, task-based activities, and at least 10 hours of
instruction.