Evaluating the Impact of the Teaching Students–Students Connect (TSSC) Model on Iraqi University Students’ Pronunciation: A Quasi-Experimental Study of Pre- and Post-Test Outcomes

Abstract

The presents study explores the value of the Teachers–Students–Students Connect (TSSC) model as a supplementary instructional framework for teaching English phonetics and phonology to Iraqi EFL learners. Implemented within the Department of English at the University of Karbala, the model relied on a small group of trained peer-instructors who worked closely with their classmates throughout an eight-week training period. The aim is to grow motivation in their environments where no native or near-native speakers are available and English input is too limited. To examine effectiveness of this model, students completed equivalent pre-test and post-test assessments covering a range of phonetic topics drawn from the course syllabus. Comparison of the results revealed a clear difference in progress between the two groups. Although some improvement was observed among students who followed the regular instructional programme, those who participated in the TSSC activities demonstrated considerably stronger gains in their post-test performance. The findings suggest that involving students in structured peer-supported learning can enhance engagement with course content and contribute positively to the development of phonetics and phonology knowledge. These results point to the potential of interactive learning models as a practical complement to conventional university instruction in Iraqi EFL settings.