The Impact of Peer Corrective Feedback on Pronunciation Development of Intermediate EFL Learners

The concept of peer correction in foreign language teaching has been a dominant concern in recent years due to the increased consideration of learner-centered curricula. The researchers have concluded that active engagement happens when learners have to think and correct each other. The purpose of this study was to investigate the effect of peer correction on the pronunciation improvement of Iranian EFL learners in oral productions. To do this, two research questions were raised, and ۶۰ participants were carefully chosen from among English language learning students at a private language school. By assigning a PET test, they were divided into two groups. In the peer correction group (experimental group), the participants corrected each other's pronunciation errors, and for the control group, learners’ errors were corrected by the teacher. This process continued for ۲۰ sessions. A pre-test and a post-test were administered. The results showed that there is a significant difference in the pronunciation of the peer correction group compared to the other group, and the peer correction group outperformed the teacher correction group. It can be concluded that there is a direct relationship between using the peer corrective feedback method of correcting pronunciation and learners' pronunciation improvement in EFL classes.

کلیدواژه ها:

Error Correction ، peer correction ، teacher correction ، pronunciation improvement