And loooooong words are also problematic (anything with 4 or more syllables) and then some phonemes like the /dz/ sound in project. So a /dz/ sound in a loooooong word is a major obstacle (eg: strategically). Some FInns don't do /z/ (sip/zip and peace/peas for example) but that is not a noticeable problem (except in some proper nouns, like my dog "Zelda" is frequently called Tselda etc). The "th" is also a problem (also for Swedish Finns) and /v/ is often confused with /w/
Working with speeches is fairly easy because the students can scribble notes next to certain words and draw in arrows and other hierogliphs to indicate the intonation and the pauses. And then taping and play-back helps enormously. Most Finns I have worked with tell me that they have never ever been given a pronunciation lesson before and they usually find it quite good fun and they do make instant progress.
So, doing speeches is one thing, but actually transfering the new habits into normal spoken language is a much longer process.
I'd agree with the point about the teaching schedules though. 90 mins a week is not enough to make measurable progress (especially with a group). This year a couple of my groups even "cut back" to 90 mins every two weeks

And piling on the homework doesn't help because then the absenteeism creeps up

On the other hand, I sometimes struggle to keep a group going for a 3h stretch (I have had a few). Finns tend to have quite passive learning styles.... they turn up, sit down and wait for it to happen.... which can make "communicative" teaching a hard slog at times. In France almost any topic I offered to a group would provoke some serious discussion (the French just love to intellectualise EVERYTHING) whereas here getting an opinion out of some people is like drawing blood from a stone.