The Effect of Self, Peer and Teacher Correction on the Pronunciation Improvement of Iranian EFL Learners

Autor/in	Ahangari, Saeideh
Titel	The Effect of Self, Peer and Teacher Correction on the Pronunciation Improvement of Iranian EFL Learners
Quelle	In: Advances in Language and Literary Studies, 5 (2014) 1, S.81-88 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Pronunciation Instruction; Error Correction; English (Second Language); Second Language Learning; Second Language Instruction; Student Centered Learning; Foreign Countries; Pretests Posttests; Oral Language; Language Tests; Statistical Analysis; Quasiexperimental Design; Females; Comparative Analysis; Teaching Methods; Iran + Suchen Sie Ihr Suchwort? Ausspracheübung; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Statistische Analyse; Weibliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The concept of self correction and peer correction in foreign language teaching has been an important consideration in the past decades due to the increased attention to learner centered curricula. The researchers have concluded that active engagement happens when the students have to think and correct themselves. The purpose of this study was to investigate the effect of teacher, self and peer correction on the pronunciation improvement of Iranian EFL learners in oral productions. To do this, 45 participants were selected from among 60 English language learning students by assigning a PET test and they were divided into three groups. Some picture series were given to the participants to make and then tell a story based on the scripts. In the self correction group every participant had to correct her pronunciation errors individually, in the peer correction group the participants in pairs corrected each others' pronunciation errors and for the third group their errors were corrected by the teacher. This process continued for 15 sessions. A pre-test and post-test were administered. The results showed that the pronunciation of the self correction group improved more than the other two groups and peer correction group outperformed the teacher correction group. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01