Rachel Stuckel White

Despite growth in second language pronunciation research, there is limited research on Corrective Feedback (CF) frequency and pronunciation. This study examined the effects of CF frequency on learner uptake, repair, and CF preferences. Participants (n = 9) joined an English pronunciation tutoring session and received high (100%) or low (50% feedback on productive activities) feedback. Surveys (pretest and posttest) established biographical data and explored preferences for CF. Sessions were analyzed for pronunciation errors, uptake, and repair success. Participants reported mostly positive emotions when receiving feedback. Participants wanted frequent CF. Results showed CF frequency did not affect uptake. Frequency may have impacted repair success (i.e., marginal significance [p=.08] was found when comparing high and low feedback groups); the low feedback group had a higher repair success rate. Results suggest that while learners prefer high feedback, we need to explore CF frequency and repair.

Although studies have explored teaching practices when teachers were thrust online during COVID-19, more work is needed to understand how COVID responses affected teachers' beliefs. This study, part of a larger investigation, explored teacher beliefs about teaching various language skills, including pronunciation, as they transitioned online. Participants (n=109) representing a range of backgrounds completed an online survey. Using a three-way ANOVA, this study identified a surprising finding involving the impact of CALL training, experience teaching online prior to COVID-19, and experience teaching online during COVID-19 on a ranking task of comparative difficulty of teaching different skills online. Most skills (reading, writing, listening, speaking, grammar) were perceived to be easier to teach by those with CALL training as they gained experience teaching online. Pronunciation was distinct in that teachers with CALL training perceived pronunciation to be more difficult as they began teaching online, suggesting areas for improvement in both CALL and pronunciation training.