The Effects of Digitized Feedback on Iranian Junior High School Students' Pronunciation and Speaking Anxiety in English language

This study investigates pronunciation teaching and speaking anxiety among Iranian junior high EFL learners, a group often underserved. Because effective communication is vital and many non-native teachers avoid teaching pronunciation, the research examines whether digitized feedback can improve pronunciation accuracy and reduce foreign language speaking anxiety (FLSA). Using a quasi-experimental pre/post-test design, ۶۰ students participated across two experimental groups and one control group. Pronunciation was assessed with the TOEFL Junior Speaking Test, and anxiety with a modified Horwitz et al. (۱۹۸۶) scale. Paired-samples t-tests showed significant improvement in pronunciation and reduced anxiety for students using digital feedback. Qualitative focus-group interviews highlighted a Human-Technology Tension: students valued the non-judgmental, repeatable nature of digital tools but also relied on teachers' patient explanations. Overall, results suggest that accessible, technology-mediated feedback can enhance language skills and emotional well-being, supporting a balanced hybrid approach to EFL instruction.

کلیدواژه ها:

Digitized feedback ، pronunciation accuracy ، speaking anxiety ، Iranian EFL ، junior high school ، mixed-methods ، CALL