Investigating Pronunciation Errors of the –ed- Ending Among Malian Graduate EFL Students
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Published:
Dec 10, 2025
Keywords:
EFL, Final -ed Sound, Malian Learners, Linguistic Factors, Pedagogical Factors, Pronunciation Errors
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Abstract
This study investigates the pronunciation challenges faced by Malian graduate EFL learners regarding the final -ed sound in regular verbs. Utilizing qualitative methods, data were collected through structured interviews and read-aloud tasks, allowing for a comprehensive analysis of each learner’s articulation of the targeted sound. The analysis identified a range of pronunciation errors, revealing a significant pattern of difficulty among participants in producing the -ed ending correctly. These difficulties may be attributed to various linguistic and phonetic factors specific to the learners’ native languages. Based on the findings, this study offers pedagogical suggestions aimed at enhancing pronunciation instruction in EFL contexts. This research is expected to be beneficial for educators seeking to understand and mitigate pronunciation challenges in their classrooms.
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How to Cite
MAIGA, I. (2025). Investigating Pronunciation Errors of the –ed- Ending Among Malian Graduate EFL Students. ALTRALANG Journal, 7(2), 166-174. https://doi.org/10.52919/altralang.v7i2.573
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LICENSE: This work is licensed under a Creative Commons CC BY 4.0 license
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References
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• Suh, M. (2016). Stress and its effect on the pronunciation of the English /-ed/ ending among Korean EFL learners. Language Learning in Higher Education, 6(2), 325-341.
• Wang, Y. (2015). A comprehensive review of research on pronunciation teaching in EFL contexts. Journal of Language Teaching and Research, 6(3), 647-656.
• Alves, U. K. (2007). The production of English final obstruent clusters by Brazilian speakers: the difference between monomorphemic and “ed” sequences. In: International Symposium On the Acquisition of Second Language Speech, 5th, 2007, Florianópolis. Apresentação Oral.
• Bui, L. (2020). The role of listening and speaking practice in improving the pronunciation of the English /-ed/ ending among Vietnamese EFL learners. International Journal of Language and Linguistics, 7(1), 24-32. https://doi.org/10.11648/j.ijll.20200701.14
• Celce-Murcia, M., Brinton, D. & Goodwin, J. (2010). Teaching pronunciation: A reference book for teachers, 2nd Ed. New York: Cambridge University Press.
• Delatorre, F & Baptista, B. O., (2014) The effect of long-term instruction on a brazilian learner’s production of english verbs ending in –ed. O Efeito da Instrução a Longo Prazo na Produção dos Verbos do Inglês Terminados em -ed de uma Aprendiz Brasileira
• Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397.
• Diouf Lo, A. (2021). The production of consonant clusters of English by Wolof speakers: An error analysis. Université Gaston Bergé de Saint-Loui
• Fathy Khalifa, M. (2020). Errors in English Pronunciation among Arabic Speakers: Analysis and Remedies. Cambridge Scholars Publishing
• Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233-277). Timonium, MD: York Press.
• Garcia-Sanchez, I. M. (2014). Phonological awareness and the pronunciation of the English /-ed/ ending by Spanish EFL learners. International Journal of English Studies, 14(2), 77-90. https://doi.org/10.6018/ijes/2014/2/183031
• Grant, L. (2001). Well said, 2nd ed. Boston: Heinle & Heinle.
• Huffman, S. (2011). Using mobile technologies for synchronous CMC to develop L2 oral proficiency. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 122-129), Ames, IA: Iowa State University.
• Keshavarz, M. H., & Salimi, H. (2011). EFL learners’ production of English regular past tense /-ed/ ending: A comparison of Persian and Turkish speakers. International Journal of Linguistics, 3(1), 156-169. https://doi.org/10.5296/ijl.v3i1.4351
• Levis, J. & Barriuso, T. A. (2012). Nonnative speakers’ pronunciation errors in spoken and read English. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3 rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011. (pp. 187-194). Ames, IA: Iowa State University.
• Maiga, I. (2021). Improving Students’ use of Stress through communicative activities. Djiboul ǀ N°002, Décembre-2021, Revue DJIBOUL Université Félix Houphouët-Boigny, Côte d’Ivoire
• Munro, M. J., & Derwing, T. M. (1994). Evaluations of foreign accent in extemporaneous and read material. Language Testing, 11, 253-266.
• Prator, C. H.; Robinett, B. W. (1985). Manual of America English pronunciation. New York, Harcourt Brace Jovanovich
• Smith, J., Meyers, C. & Burkhalter, A. (1992). Communicate: Strategies for international teaching assistants. Englewood Cliffs, NJ: Prentice Hall Regents.
• Suh, M. (2016). Stress and its effect on the pronunciation of the English /-ed/ ending among Korean EFL learners. Language Learning in Higher Education, 6(2), 325-341.
• Wang, Y. (2015). A comprehensive review of research on pronunciation teaching in EFL contexts. Journal of Language Teaching and Research, 6(3), 647-656.