Guzmán Martínez, César AugustoCarranza Campos, Miguel ÁngelPortillo Maldonado, Judith KarinaBenítez Ortiz, Javier HumbertoPérez Deodanes, Juana Isabel2024-01-292024-01-292022-12-01https://hdl.handle.net/20.500.14492/13782Learning English as a Foreign Language (EFL) implies the development of some underlying sub-skills to communicate efficiently in the target language; therefore, pronunciation is one of the most relevant and it determines how effective people are in speech; but it is also considered one of the most difficult sub-skills that learners face when learning and communicating in the target language. According to many researchers on learning English as a Second Language (ESL); the learning process of pronunciation can be affected by some internal factors like: age, intrinsic motivation and personality traits. So, in the current study entitled “Internal factors that prevent students from developing English Pronunciation in the Intermediate Intensive English II in the Foreign Language Department, School of Art and Sciences at the University of El Salvador”; was intended to discover and inform in which manner these internal factors hinder students’ development of an accurate and efficient pronunciation. This with the purpose of providing pertinent data to the Foreign Language Department professors and students so, they can take actions to a better treatment of the teaching/learning process of such sub-skill.es-SVCritical period hypothesisextroverted personalityinstrumental motivationintegrative motivationintrinsic motivationintroverted personalitypronunciation420Thesis