Teachers’ and students’ beliefs about corrective feedback on pronunciation in Vietnamese tertiary EFL classes
What do Vietnamese tertiary EFL teachers and students say about error correction as an approach to pronunciation teaching?
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Description
Recent studies have found that many teachers’ pronunciation teaching mainly involved error corrections through listen-and-repeat activities but limited research has been done to investigate if corrective feedback is beneficial to pronunciation learning. This study seeks to examine teachers’ and students’ perceptions and attitudes towards corrective feedback in pronunciation teaching and learning in an EFL context where it has not hitherto been researched: Vietnamese tertiary EFL education.
Speaker Bios
LALS PhD Candidate