Presentation

Corrective Feedback in Pronunciation Teaching: A Vietnamese Perspective

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Abstract

Limited research has investigated teachers’ and learners’ beliefs about corrective feedback in pronunciation teaching. The current study addresses this gap by examining teachers’ and students’ perspectives on corrective feedback in pronunciation teaching in an EFL context where it has not hitherto been researched, namely Vietnamese tertiary education. Data included observations and video-recordings of six 90-minute communication classes, and interviews with both teachers and students. Teacher interviews included stimulated recall based on video-recordings of their lessons. Student focus group interviews provided insights into how the students perceived the efficacy of the pronunciation instruction they received. The study highlighted the teachers’ stated beliefs about the effectiveness of their practice of primarily delivering corrective feedback through recasts and/or prompts. The students were also able to articulate clear perspectives on corrective feedback in pronunciation teaching, but overall these did not align with those of the teachers. The paper concludes by discussing the implications of this misalignment.

How to Cite:

Nguyen, L. T. & Newton, J., (2018) “Corrective Feedback in Pronunciation Teaching: A Vietnamese Perspective”, Pronunciation in Second Language Learning and Teaching Proceedings 10(1).