Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice

The present study investigated the training benefits of segmental vs. suprasegmental aspects for intelligibility and comprehensibility spoken English as a Foreign Language (EFL). Five groups lower intermediate EFL learners were formed by random assignment. A pretest speaking skills, intelligibility, learners’ speech confirmed that five homogeneous before starting program. control group listened to authentic audio tracks in English, discussed their contents, watched movies, did exercises improve skills without receiving explicit explanations exercises. experimental received an explanation or features (during one-sixth teaching time) followed production-focused perception-focused practice another time). total instruction time was same all groups, i.e., 15 h. Students then took posttest targeting comprehensibility. findings revealed who better than other groups. Learners outperformed terms