Prosodic Features and English-Speaking Skills Among Second-Year Bachelor of Secondary Education Major in English Students

Effective communication in English hinges on more than just vocabulary and grammar; it is deeply influenced by prosodic features such as pitch, stress, intonation, and rhythm. This study explores how these elements correlate with speaking proficiency among second-year Bachelor of Secondary Education (BSED) Major in English students. Employing a predictive correlational research design, the study examined the relationships between prosodic features and key speaking competencies, including fluency, vocabulary, grammar, and pronunciation. The results reveal that while overall prosodic features do not significantly correlate with speaking skills, pitch and intonation show positive associations with fluency and pronunciation. Specifically, pitch was linked to smoother, more dynamic speech, while intonation contributed to effective communication and expressiveness. Despite these findings, stress and rhythm were not found to have a significant impact. These results suggest that instructors should prioritize teaching pitch and intonation to enhance speaking proficiency, while further attention is needed for developing stress and rhythm skills. Ultimately, the study emphasizes the importance of integrating prosodic training in language curricula to foster more fluent and articulate English speakers