engleski

Learners' and teachers' perceptions of discomfort and/or usefulness about different types of pronunication feedback

Oral corrective feedback (CF) is considered a crucial component of L2 pronunciation development by both learners and teachers (Saito, 2021). When learners make pronunciation errors, CF is provided mainly in the form of reformulations and prompts (Ranta & Lyster, 2007). Despite its obvious usefulness, such feedback may cause language anxiety and prevent students from successful learning, as pointed out by various studies (e.g. Baran-Łucarz & Lee, 2021). Among language-specific types of anxiety is pronunciation anxiety, which significantly influences performance and willingness to communicate (Baran-Łucarz, 2014). This study aims to further understand the effect of corrective feedback on pronunciation improvement from both learners’ and teachers’ perspective. In particular, it attempts to investigate learners’ levels of discomfort and perceptions of usefulness about different types of pronunciation feedback (PF). It further explores the relationship between the responses to PF types and learners' impressions about their own pronunciation practice. Teachers' levels of discomfort and perceptions of usefulness about different types of PF are also analysed, as well as their views on the factors that could reduce discomfort when providing PF. Two sets of surveys (learner and teacher) were administered online. The learner survey included items related to students’ impressions (enjoyment, nervousness, perceived competence) about their pronunciation practice. A short description of four types of PF (recasts, recasts with additional instruction, prompts-elicitation, and self-repair) was followed by two items describing one negative (discomfort) and one positive reaction (usefulness) to each type of feedback. The teacher survey included the same items, appropriately adapted. It also included questions related to teachers' experience with PF. The choice of answers for all items in both surveys ranged from 1 (not at all) to 5 (extremely). Additionally, qualitative data was obtained in the teacher survey via open-ended questions about factors related to PF and teachers' speaking anxiety (situations, reasons, coping mechanisms). The results of the pilot study (63 EFL learners and 2 teachers) showed that students view recasts as somewhat more useful than the other types of PF, while differences in their discomfort to different types of PF were not that straightforward. The more the students enjoyed the pronunciation practice, the more they found recasts with additional instruction and prompts-elicitation useful. Their nervousness about pronunciation performance was positively correlated with their discomfort about recasts, prompts and self-repair. Teachers find both recasts and prompts very useful. They feel extremely comfortable while giving oral corrective feedback which is correlated with how satisfied they are with their own level of speaking skills. Lastly, teachers consider that building one’s self- confidence, primarily by teaching and/or learning in a relaxed atmosphere, is useful for successful pronunciation development.

pronunication feedback, discomfort, usefulness, learners, teachers

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