https://jlis.iicet.org/index.php/jlis <p style="text-align: justify;">Welcome to <em>Journal of Learning and Instructional Studies</em>, the Southeast Asia premier, peer-review, and open access journal. The journal provides a platform for the publication for research, and serving individuals in a wide range of disciplines who have an interest on learning and instruction. The journal accepts articles with outstanding coverage of learning and instructional by giving context for current research trends along with innovative or interdisciplinary approaches. The journal's objective is to fulfill this purpose through careful editorial review and publication of expert work, by creating legitimate dialogue in a field where a diversity of opinion exists, and by providing a professional forum for interaction of these views.</p> en-US <p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License" /></a><br />Journal of Learning and Instructional Studies is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> <p style="text-align: justify;">This means, under the CC-BY 4.0 license the author(s) allow, permitted, and encouraged to:</p> <ul style="text-align: justify;"> <li>The others to share and adapt the work (the material and the content of publications);</li> <li>Enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book)</li> <li>Post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ul> <p style="text-align: justify;">The users of Journal of Learning and Instructional Studies are required to cite the original source, including the author's names, Journal of Learning and Instructional Studies as the initial source of publication, year of publication, volume number, issue, and Digital Object Identifier (DOI).</p> [email protected] (Itsar Bolo Rangka) [email protected] (Helda Jolanda Pentury) Mon, 27 Jul 2026 08:07:00 +0700 OJS 3.3.0.3 http://blogs.law.harvard.edu/tech/rss 60 https://jlis.iicet.org/index.php/jlis/article/view/63 <p>The literature review examines the role of tongue twisters in supporting English pronunciation practice among English as a Foreign Language (EFL) learners. Pronunciation constitutes a fundamental component of communicative competence; however, many EFL learners encounter challenges in producing English sounds clearly, accurately, and intelligibly. Employing a qualitative literature review approach, this study synthesizes and evaluates previous research on the implementation of tongue twisters as a pedagogical strategy in pronunciation instruction. The reviewed literature consistently demonstrates that tongue twisters serve as an effective tool for fostering pronunciation skills, particularly in terms of articulation accuracy, phonological awareness, fluency, and confidence in spoken language use. Previous empirical and theoretical studies further indicate that the repetitiveness of tongue-twister activities encourages sustained pronunciation practice and promotes active learner participation. Furthermore, tongue twisters have been widely recognized as an enjoyable technique that can enhance learners’ motivation to engage in pronunciation practice. The literature also highlights the potential of tongue-twister activities to foster learners’ awareness of the development of segmental and suprasegmental features of English pronunciation, including sound distinctions, stress patterns, and rhythm, which are essential for intelligible pronunciation. Overall, the reviewed studies support the pedagogical value of tongue twisters as an interactive technique for pronunciation teaching in EFL contexts. Based on the synthesized evidence, the review recommends integrating tongue twisters into pronunciation teaching to provide learners with meaningful opportunities to improve their oral language proficiency.</p> <p>Keywords: EFL learners, intelligibility, literature review, English pronunciation, phonological awareness, segmental and suprasegmental features, tongue twisters</p> Ulfah Ridhwan Dirham Copyright (c) 2026 Ulfah Dirham https://creativecommons.org/licenses/by/4.0 https://jlis.iicet.org/index.php/jlis/article/view/63 Mon, 27 Jul 2026 00:00:00 +0700