Is the teacher talk the Most Valuable Pronunciation (MVP) model in the age of digital English exposure?
Keywords:
teacher talk, EFL classroom, most valuable pronunciation (MVP) model, digital exposure, pronounciation inputAbstract
This study examines whether teacher talk remains a key classroom input for Grade 7 learners in a conventional Indonesian EFL classroom. Teacher talk is framed as the Most Valuable Pronunciation (MVP) model, referring to the teacher’s role in modelling pronunciation, giving feedback, guiding interaction, and supporting students’ confidence. Using a mixed-methods design, the study collected data through classroom discourse analysis, a digital exposure questionnaire, and vocabulary, listening, and speaking assessments. The findings show that MVP-related teacher talk was more closely associated with students’ speaking performance than unguided digital exposure. Pretest and posttest results also indicated improvement in vocabulary, listening, and speaking skills. Qualitative data revealed that students viewed the teacher as their main source of pronunciation guidance, while digital input served as supplementary reinforcement. The study suggests that teacher-mediated pronunciation input remains essential in beginner EFL learning.
References
Amrate, M. (2025). Computer-assisted pronunciation training : A systematic review. 37, 22–42. https://doi.org/10.1017/S0958344024000181
Bazeley, P. (2024). Conceptualizing Integration in Mixed Methods Research. 18(3), 225–234. https://doi.org/10.1177/15586898241253636
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis : Avoiding common problems and be ( com ) ing a knowing researcher. International Journal of Transgender Health, 24(1), 1–6. https://doi.org/10.1080/26895269.2022.2129597
Bui, K. D., & Nam, V. (2024). Teacher Talk in EFL Speaking Lessons and The Implications for Learner Volunteering : A Case Study at a Vietnamese University. 2240–2250.
Cahyono, B. Y., Mukminatien, N., & Ivone, F. M. (2024). Exploring Informal Digital Language Learning : How Learning Frequency Counts. 12(3), 1392–1404. https://doi.org/10.33394/jollt.v12i3.11366
Dawadi, S., & Giri, R. A. (2021). Mixed-Methods Research : A Discussion on its Types , Challenges , and Criticisms. 25–36. https://doi.org/10.46809/jpse.v2i2.20
Fatimah, A. S., Fitria, I. N., Saputra, Y., Auliya, A. G., & Demir, K. (2024). Autonomous learning of English pronunciation through vlogs : evidence from two Indonesian EFL students. 9(2), 104–112. https://doi.org/10.21070/jees.v9i2.1824
Firli, F., Nur, D., Rahman, A., & Anwar, S. (2025). Efl Student ’ S Perception On Digital Learning Media Technology : The Case Of Secondary School In Indonesia. 5(2), 139–151. https://doi.org/10.56983/eltm.v5i2.1862
Godwin-jones, R. (2021). Evolving technologies for language learning. 25(3), 6–26.
Hall, J. K. (2020). L2 classroom interaction and its links to L2 learners ’ developing L2 linguistic repertoires : A research agenda. 1–16. https://doi.org/10.1017/S0261444820000397
Hayat, B. (2024). Meta-Analysis of Coefficient Alpha : Empirical Demonstration Using English Language Teaching Reflection Inventory. 13(2), 231–243. https://doi.org/10.5430/jct.v13n2p231
Inayati, N., Sanjani, M. I., Jayanti, F. G., Gao, X. A., Thi, H., & Nguyen, M. (2025). Online informal language learning ( OILL ): a systematic review of studies ( 2014 – 2023 ). Innovation in Language Learning and Teaching, 19(4), 335–351. https://doi.org/10.1080/17501229.2024.2355296
Linlin, Z., Jeyaraj, J. J., & Ismail, L. (2024). A Systematic Review of Teacher Talk and Its Effects on English Language Learning Outcomes. 14(5). https://doi.org/10.5430/wjel.v14n5p454
Mishra, P., Pandey, C. M., & Singh, U. (2019). Descriptive Statistics and Normality Tests for Statistical Data. 67–72. https://doi.org/10.4103/aca.ACA
Nisa, Y., Sistyawan, I., Purnamasari, I. I., & Azizah, W. (2022). Teacher Talk and Their Importance for EFL Learners. 7(2), 182–189. https://doi.org/10.21070/jees.v7i2.1652
Pennington, M. C. (2021). Teaching Pronunciation : The State of the Art 2021. https://doi.org/10.1177/00336882211002283
Proudfoot, K. (2023). Inductive / Deductive Hybrid Thematic Analysis in Mixed Methods Research. 17(3), 308–326. https://doi.org/10.1177/15586898221126816
Rahmati, J., & Izadpanah, S. (2021). A meta-analysis on educational technology in English language teaching. https://doi.org/10.1186/s40468-021-00121-w
Sundqvist, P. (2024). Extramural English as an individual difference variable in L2 research : Methodology matters. 79–91. https://doi.org/10.1017/S0267190524000072
Tupalessy, P., Ferdinandus, M. S., & Loppies, H. J. (2024). Secondary School Context Teacher Talk And Students Talk In Efl Class Activity : Secondary School Context. 2023, 68–82. https://doi.org/10.31943/wej.v8i1.266
Vo, T. H. (2025). Relationship between Students ’ Informal Digital Learning of English and Willingness to Communicate : Insights from the Vietnamese EFL Context. 26(7), 295–319. https://doi.org/10.54855/callej.2025.2607
Walsh, S., & Heirati, K. (2016). Exploring classroom discourse : Language in action by. 5(4), 1–4. https://doi.org/10.5861/ijrsll.2015.1324
Xie, M., & Tu, B. (2005). Reconciling the cognitive and social approaches to describing teacher talk in second language classrooms : The contribution of systemic functional linguistics. https://doi.org/10.3389/fcomm.2023.1072880
