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Jordan Journal of Applied Science-Humanities Series

DOI

https://doi.org/10.35192/jjoas-h.v28i2.4

Abstract

Pronunciation and spelling are crucial skills for any intelligible form of spoken or written communication. Both serve as important indicators—among others—that determine the quality of speech or writing. However, EFL learners often face challenges with these fundamental skills during real-life communication. This content analysis aims to examine whether pronunciation and spelling are adequately covered in the Student Book and Activity Book, the extent to which these activities are emphasized, and their focus within Action Pack 10. To achieve these objectives, a mixed-methods approach was employed, including the development of four content analysis sheets. Frequencies and percentages were used for analysis, and a detailed description of the pronunciation and spelling activities was provided. The results showed that Action Pack 10 includes both pronunciation and spelling activities. Specifically, a dedicated section with one activity per unit for teaching pronunciation is present, with each activity targeting a specific pronunciation outcome as outlined in the Teacher’s Book of Action Pack 10. However, no dedicated spelling section was found, although spelling is explicitly integrated into some writing activities. Only 17.5% of the writing activities in the Student Book and Activity Book explicitly focus on spelling, as indicated in the Teacher’s Book. The study recommends increasing the number of spelling activities utilizing various strategies to improve students’ spelling, as well as developing more contextualized pronunciation activities to better help students achieve pronunciation-related outcomes.

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© 2025 by the author(s). This is an open-access article distributed under the terms of the CC BY 4.0 Attribution license.