Abstract
Learner perceptions of online peer pronunciation feedback through P-Check
Highlights
An ongoing challenge for language learners is the difficulty in receiving adequate feedback during focused pronunciation practice, especially in large pronunciation courses where instructors may be unable to provide adequate individualized corrective feedback (Baker, 2011)
Most participants said that recording their own voice made them nervous, over 90% enjoyed P-Check to some extent, a finding that is corroborated by the weekly pronunciation diaries
This study investigated participants’ reactions to online peer feedback on intelligibility
Summary
An ongoing challenge for language learners is the difficulty in receiving adequate feedback during focused pronunciation practice, especially in large pronunciation courses where instructors may be unable to provide adequate individualized corrective feedback (Baker, 2011). The second drawback is that, in order to provide corrective feedback, learners need a certain level of knowledge of the linguistic feature (Lyster, Saito, & Sato, 2013); lacking this knowledge, learners can find it difficult to pinpoint problematic pronunciation areas (Kim & Yoon, 2014). A third drawback is that even learners who are aware of a pronunciation problem may not have enough phonetics background to explain what the problem is, and so provide incorrect or incomplete feedback (Kim & Lee, 2015) To mitigate these pitfalls, the present study focuses not on corrective peer feedback, but on peer feedback on intelligibility. The present study focuses on learners’ reactions to the giving and receiving of aggregated peer online feedback delivered through P-Check. The primary research question guiding the present analysis is: To what do extent do learners perceive online peer feedback to be effective in supporting their pronunciation development?
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