Sánchez Paguay, Jefferson AlbertoDe La Rosa Bazán, Renato SamuelZárate Macías, Gabriela Sarai2026-01-122026-01-122026-01-12De La Rosa Bazán, Renato Samuel; Zárate Macías, Gabriela Sarai (2026). Use of homophone games as a strategy to enhance english pronunciation skills in EFL classrooms. La Libertad. UPSE, Matriz. Facultad de Ciencias de la Educación e Idiomas. 65p.UPSE-TPI-2026-044https://repositorio.upse.edu.ec/handle/46000/15902This research explores the use of homophone games as an innovative strategy to enhance English pronunciation skills in EFL classrooms. The study aims to demonstrate how gamified activities focused on homophones can promote better phonetic awareness, pronunciation accuracy, and learner engagement. Using a qualitative approach with a phenomenological design, data were collected through semi-structured interviews conducted with experienced English teachers from various educational institutions in Santa Elena, Ecuador. The findings revealed that homophone games encourage active listening, improve sound discrimination, and strengthen learners’ confidence when speaking English. Teachers agreed that these games transform pronunciation lessons into enjoyable experiences, reducing students’ anxiety and fostering participation. However, challenges such as limited class time and mixed proficiency levels were also identified. Despite these limitations, teachers recognized the value of homophone games as supportive tools for pronunciation training. The research concludes that incorporating gamification through homophone-based activities can make language learning more meaningful and interactive, improving both accuracy and motivation among EFL students.engopenAccessAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/HOMOPHONE GAMESPRONUNCIATIONGAMIFICATIONEFL CLASSROOMSSPEAKING SKILLSbachelorThesis