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The provision of pronunciation feedback types to EFL learners in SVCMC (synchronous voice computer mediated communication)

Feedback is a key factor in learning pronunciation. When L2 learners speak, they may not notice their pronunciation errors due to L1’s interference. Feedback provision from others can help them note the differences between their output and L2, which allow them to acquire pronunciation skills. Despite the importance of pronunciation feedback, it has been rarely explored because in many language classrooms, the teaching of pronunciation often competes with the teaching of other language skills. Therefore, this study proposed the provision of after class pronunciation tutoring over the Internet as a solution to the above problem. As feedback given in a computer mediated communication (CMC) environment may be different from the one given in a traditional classroom, the study examined the relationship between SVCMC interaction and the use of pronunciation feedback types in distance tutoring contexts.

The study was carried out in a university located in the south of Taiwan. The participants were eight beginning/low intermediate level EFL students from different departments of the university. They were divided into two groups: dyad NNs-same L1, and dyad NNs-different L1. Each group consisted of two sub-groups: SVCMC with image and SVCMC without image. All the participants conducted spoken tasks with their student tutor who provided each of them with either explicit feedback or recasts in terms of their pronunciation errors within four session time.

The empirical data of this study were collected from students’ pre- and post- pronunciation performance, online oral data, interview transcripts and the researcher’s observation journal. The findings about if and how the factors such as medium, different dyads, and feedback types affected EFL learners’ pronunciation acquisition will be reported in the presentation.


Chao-Jung Ko    
Department of Foreign Languages and Literature
National Sun Yat-sen University

Chao-Jung Ko is currently an assistant professor in the National Sun Yat-sen university. Her research focus is on CALL,FL learners' oral proficiency development, and language learning psychology.


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