Applications of Language Studies
A semiannual International Research Journal

The Influence of Peer Educative Feedback on the Pronunciation Advancement of Intermediate EFL Students

Articles in Press

Document Type : Original Article

Authors

Mahdi Mardani 1
Mohammadreza Negahi 2
Somayeh Abdizadeh 3

1 Behbahan Khatam Al-anbia University of Technology

2 Department of English Language Teaching, Behbahan Branch, Islamic Azad University, Behbahan, Iran

3 Gachsaran Branch, Islamic Azad University, Iran

https://doi.org/10.22034/jals.2025.2046860.1051
Abstract
The idea of peer correction in English language teaching has grown in contemporary years, primarily due to the growing emphasis on learner-centered courses. Scholars have determined that active engagement occurs when learners are required to think critically and correct one another. This study targeted to examine the influence of peer modification on the pronunciation enhancement of Iranian EFL pupils during verbal production activities. To achieve this goal, two research questions were formulated, and 60 members were meticulously nominated from English language learners at a private language school. They were assigned into two groups by administering a PET test. In the peer correction class (experimental group), the members revised each other's pronunciation errors and for the control class, learners’ errors were rectified by the instructor. This practice lasted for 20 sessions. A pre-test and a post-test were administered. The outcomes indicated a substantial change in pronunciation between the peer correction class and the other class, with the peer modification group outperforming the teacher correction group. It can be determined that a direct relationship exists among the use of the peer corrective feedback method of correcting pronunciation and learners' pronunciation improvement in EFL classes.

Keywords

error correction
peer correction
teacher correction
pronunciation improvement

Subjects

Applications of Language Studies

Articles in Press, Accepted Manuscript
Available Online from 23 February 2025

  • Receive Date 27 November 2024
  • Revise Date 15 February 2025
  • Accept Date 23 February 2025

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