EFL Learners’ Perceptions of Teachers’ Corrective Feedback for Pronunciation

Abstract

The existence of inconsistencies between teachers’ practices and learners’ preferences for feedback in pronunciation arise in a not greatly effective teaching and learning environment. The current study attempts to address this gap by examining the students’ perceptions of corrective feedback (CF) and the alignments between students’ preferences and teachers’ practices on CF for pronunciation in an EFL context, namely Vietnamese high school education. To this end, a questionnaire and a semi-structured interview were used as the research tools to gather data. The study highlighted the students’ positive perceptions about the values of teachers’ CF for their pronunciation development. In addition, both teachers and students share similarities in the values of students’ responsibility for error correction and segmental features as a choice of corrected errors and teachers as a source of CF. However, the mismatches between students’ preferences and teachers’ practices far outweighed the matches indicated a big challenge for teachers to develop problem-solving strategies. The implications for practical applications of teachers’ CF strategies are also presented.

The Effect of Delayed and Immediate Oral Corrective Feedback on L2 Pronunciation in Emergency Distance Education

“…Zhu and Wang (2019) and Ölmezer-Öztürk and Öztürk (2016) did not specifically address pronunciation errors but corrective feedback in general. In Nguyen and Luu (2021) focusing on perceptions of OCF on pronunciation, learners indicated to have delayed OCF, after they complete their performance, without getting interrupted as they produce their utterances. In other words, students' perceptions of OCF may also differ based on the language skill and area in which they are corrected, and getting on-the-spot correction for pronunciation errors may be more stressful than for other areas of language use.…”

“…Gooch, Saito & Lyster, 2016;Luquin & Roothooft, 2019) on pronunciation, the effect of OCF on learner uptake in pronunciation in particular (Lee, 2016) and learners' perceptions of OCF (e.g. Nguyen & Luu, 2021;Saribas, 2021). These empirical attempts were carried out in different contexts and with varying levels of learners, reporting valuable pedagogical implications.…”

“…Another aspect that needs attention regarding OCF is how learners perceive the OCF they receive, and whether there is a discrepancy between their perceptions and teachers' perceptions and practices. In this regard, Nguyen and Luu (2021) examined Vietnamese EFL students' perceptions of their teachers' OCF on pronunciation and found that they had positive perceptions of OCF for their pronunciation, but they preferred to receive explicit correction than other types of OCF such as recasts and clarification requests. Moreover, in the interview data, they indicated to have delayed OCF, after they complete their performance, without getting interrupted as they produce their utterances.…”