Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

Abstract

This quasi-experimental study aimed to investigate the impact of two corrective feedback techniques (recasts and prompts) on students' performance in pronunciation. Seventy-two students from SAMA High School in Ardabil were assigned as the participants of this study. The data were collected from 3 classroom-based studies; the two experimental conditions -one received corrective feedback in the form of recasts and the other in the form of prompts -and a control group. The instructional intervention, which was spread over a period of two weeks, targeted the final -s and -es endings pronunciation, a difficult aspect of English pronunciation for these learners. To measure the students' prior knowledge of the targeted pronunciation, a pre-test was designed. Immediate post-tests were administrated after the treatments. Delayed post-tests were administrated 2 weeks after the immediate post-test. Fill-in-the-blank, oral picture-description, and read-aloud tasks formed the materials of this study. Comparison of group means across testing sessions using a one-way and repeated measure ANOVA consistently revealed that corrective feedback conditions had a positive effect on the learners' pronunciation accuracy. The effects of recasts were greater than those of prompts for increasing accuracy in the targeted pronunciation of final English -s and -es ending words.

Holistic perspective on Feedback for adult beginners in an online course of Swedish

“…Therefore, feedback on pronunciation is as important as feedback on other components of communicative competence (Bachman & Palmer 2009; Common European Framework of Reference for Languages 2001) because students need to learn how to speak intelligibly to others (Zielinski & Yates 2014). As stated earlier, several studies have shown the positive impact of feedback on oral accuracy (Dlaska & Krekeler 2013;Mohammadi Darabad 2014;Saito & Lyster 2012).…”

“…Language accuracy in the present study involves feedback both in a written context (grammar, lexis and spelling) as well as on pronunciation, i.e., oral accuracy. It is noteworthy that several recent studies have shown the relative effectiveness of explicit feedback on pronunciation, and suggest that feedback on pronunciation is vital for successful pronunciation (Dlaska & Krekeler 2013;Mohammadi Darabad 2014;Saito & Lyster 2012). Learners do not always hear their pronunciation mistakes and need to be taught and scaffolded with feedback (Zielinski & Yates 2014).…”

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

“…Consequently, providing OCF has positive contributions to the pronunciation uptake of learners and OCF seems to be more beneficial for pronunciation than it is for other language areas. Comparing the effects of two OCF techniques, namely recasts and prompts, on students' pronunciation of the final -s and -es endings in an Iranian EFL context, Darabad (2014) revealed a positive effect of such an intervention, with recasts having a greater impact than prompts. In a different context, Gooch, Saito and Lyster (2016) compared the effects of recasts, prompts and no feedback on Korean EFL learners' pronunciation development of an English consonant in a form-focused instruction.…”

“…In the literature, research has focused on the effects of different OCF forms (e.g. Darabad, 2014;Saito & Lyster, 2012a) and techniques (e.g. 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.…”

The Effect of Immediate and Delayed Error Correction on Accuracy of EFL Learners’ Oral Production

“…According to many scholars CF has an effective role in helping learners to notice their process of acquisition and therefore it is conductive to second language learning (Mackey &Philp, 1998;Philp, 2003;Sheen, 2007;Trofimovich,Ammar, & Gatbonton, 2007) A growing number of studies have worked on the effectiveness of different types of corrective feedback in both laboratory and classroom contexts (e.g. Lyster & Ranta, 1997;Ammar & Spada, 2006;Ellis, Loewen, & Erlam, 2006;Lyster & Izquierdo, 2009;Yang & Lyster, 2010;MohammadiDarabad, 2014). However, considering some other important factors related to the best time for having an effective CF process has remain to examine.…”