Revisiting Pronunciation Instruction in Tertiary EFL Contexts: A Systematic Literature Review of Studies Published Between 2015 and 2025

Cherry Alifya; Leroy Holman Siahaan; Lenny Solo

doi:10.55927/jiph.v5i3.30

Authors

Cherry Alifya Panca Sakti Bekasi University, English Education Program
Leroy Holman Siahaan Panca Sakti Bekasi University, English Education Program
Lenny Solo Panca Sakti Bekasi University, English Education Program

DOI:

https://doi.org/10.55927/jiph.v5i3.30

Keywords:

Pronunciation Instruction, English as a Foreign Language, Tertiary Education, Systematic Literature Review, PRISMA 2020

Abstract

This study systematically reviews pronunciation instruction in tertiary EFL contexts by identifying pedagogical approaches, research trends, and research gaps in studies published between 2015 and 2025. A systematic literature review guided by the PRISMA 2020 framework was conducted from February to July 2026 using ERIC, Google Scholar, and citation searching. Of 302 records identified, 12 peer-reviewed journal articles met the eligibility criteria and were analyzed through descriptive and thematic synthesis. Six major approaches emerged: technology-assisted, explicit and phonetic, classroom-based, teacher professional development, learner-centered, and intervention-based instruction. Research shifted from beliefs and practices toward technology integration, teacher development, and instructional effectiveness. However, longitudinal, comparative, intervention-based, and geographically diverse research remains limited, indicating the need for stronger evidence-based research in tertiary EFL pronunciation instruction.

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