Teaching Tips

Giving Is Better Than Receiving: Teaching Pronunciation With Peer Feedback

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Abstract

It has been shown that peer feedback can facilitate second language (L2) development in various domains, including pronunciation (Martin & Sippel, 2021a). Therefore, peer feedback appears to be a viable alternative or addition to teacher feedback (Martin & Sippel, 2021b). Recent research further suggests that metacognitive instruction as well as straining learners to provide feedback has a significant impact on ultimate learning gains when a peer feedback intervention is used in instructed L2 acquisition (Fujii, Ziegler, & Mackey, 2016; Sato & Lyster, 2012). This teaching tip aims to translate these research findings into practice by providing a step-by-step guide on how to set up a successful peer feedback intervention for L2 pronunciation in any face-to-face or online learning environment. Special emphasis will be given to possible differences in learning gains based on whether students are providers or receivers of peer feedback.

Keywords: Feedback, Pronunciation teaching, Metacognitive instruction, Learning

How to Cite:  Martin, A. I., (2022). Giving is better than receiving: teaching pronunciation with peer feedback. In J. Levis & A.Guskaroska (eds.). Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference, held June 2021 virtually at Brock University, St. Catharines, ON. https://doi.org/10.31274/psllt.13339