Oral Corrective Feedback on Pronunciation Errors: The Mediating Effects of Learners’ Engagement with Feedback

Hooman Saeli,Mohammadreza Dalman,Payam Rahmati

doi:10.7575/aiac.alls.v.12n.4.p.68

Abstract

This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners’ positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. These learners reviewed the provided OCF and practiced the correction by employing an array of cognitive strategies (e.g., repetition). Overall, our findings show that positive engagement with feedback can result in higher pronunciation accuracy gains. Therefore, teachers should familiarize themselves with their students’ perceptions about feedback on their pronunciation errors, since these perceptions may impact the way students engage with feedback affectively, behaviorally, and cognitively. For instance, students who value pronunciation accuracy may be more likely to positively engage with feedback on pronunciation errors, while students who emphasize effective communication may negatively engage with such feedback.

Highlights

Pronunciation is considered an inescapable component of communication in a second language (L2), as it is impossible to speak a language without pronouncing it (Levis & Mccrocklin, 2018)
Pronunciation was relegated to a subordinate language skill during the Communicative Language Teaching era (Thomson & Derwing, 2015; Levis & Sonasaat, 2017), there has been a resurgence of interest in pronunciation instruction (PI) over the past 10 years (Lee, Plonsky, & Saito, 2020; Gordon & Darcy, 2016; Saito & Lyster, 2012; Galante & Thomson, 2017)
The learners with negative affective engagement were less likely to behaviorally and cognitively engage with oral corrective feedback (OCF). These findings provide empirical insights into the conceptual model provided by Ellis (2010) in which positive perceptions about feedback can be conducive to positive patterns of affective, behavioral, and cognitive engagement

Summary

Introduction

Pronunciation is considered an inescapable component of communication in a second language (L2), as it is impossible to speak a language without pronouncing it (Levis & Mccrocklin, 2018). Lee et al.’s (2019) meta-analysis of 86 pronunciation studies revealed a medium effect of PI (d =.80, 95% CI [.77.,81]). The previous research has investigated the effects of OCF on the accurate production of segmentals (e.g., Derwing, Munro, & Wiebe, 1998; /ɹ/in Gooch, Saito & Lyster, 2016; /ɹ/in Saito, 2013; /ɹ/in Saito & Lyster, 2012), these studies have only examined the acquisition of a few segmentals. To the authors’ best knowledge, no previous study has explored the impact of OCF on the acquisition of the English interdental fricatives: /θ/ and/ð/. These two phonemes are rather difficult for L2 learners to acquire (e.g., Rau, Chang, & Tarone, 2009) and are Published by Australian International Academic Centre PTY.LTD.

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Conclusion