Reading Aloud in the EFL University Classroom: A Literature Review

Abstract

Introduction: This article reviews research related to Reading Aloud (RA) in the English as a Foreign Language (EFL) university classroom in the quest to justify its use with particular interest in the benefits it may have on improving students’ EFL proficiency, especially with regards to pronunciation. Answers were sought to two research questions:1) Is time spent on RA in the university EFL classroom justified? and 2) Is RA in the university EFL classroom effective for pronunciation improvement purposes? Method: Papers were obtained from electronic journals and databases using the major search terms: reading aloud, pronunciation, benefits, drawbacks, EFL, and university classroom, from 2000 to 2024. Criteria for reviewing the papers were research which mentioned the effects of RA on university students in classrooms and was pronunciation related. Results: Findings indicate that RA is relevant to enhancing EFL skills in the university setting, however, student confidence when RA can be both gained and lost depending on the environment. Teachers’ attitudes and classroom environments contributed both negatively or positively to the learning outcomes of RA for pronunciation purposes. Practice is probably a contributing factor for RA to produce positive effects, and RA resembles a stepping stone to reach improved proficiency comprehensively across the four skills (reading, writing, listening, and speaking), from any age or level. This led the author to conclude that careful implementation of RA with sensitive classroom interactions is vital for its success in general EFL learning and for improving pronunciation.