Abstract
The purpose of this study was to verify whether or not pronunciation instruction to elementary school teachers using a manual based on “Let’s Try!” by Joto et al. (2022a, b) would lead to an improvement in pronunciation among teachers. As a pilot study, two elementary school teachers were given 20 minutes of pronunciation instruction based on self-practice using the manual. The results of a comparison of the subjects’ pre- and post- test pronunciation of the alphabet with the native English speaker’s assessment of intelligibility showed that one elementary school teacher's pronunciation of the letter names of the English alphabet improved (significant difference). The other elementary school teacher also improved her pronunciation of some letters of alphabets when evaluated for intelligibility. In the future, it would be suggested that more teacher training on pronunciation is conducted.
https://ror.org/0059h1f24 
