Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study
This study explores an 11th-grade teacher's understanding, practices, and perceptions of corrective feedback (CF) to enhance second language (English) pronunciation in a private bilingual school in Sincelejo, Colombia. Using a qualitative case study design, data was collected through classroom...
- Autores:
-
Román Lázaro, Roberto
- Tipo de recurso:
- Fecha de publicación:
- 2025
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/9076
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/9076
https://repositorio.unicordoba.edu.co/
- Palabra clave:
- Retroalimentacion correctiva
Percepciones de los profesores
Segunda lengua
Prácticas
Entendimiento
Corrective feedback
Teacher perceptions
Second language pronunciation
Teacher’s understanding
Practices
Perception
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2025
| Summary: | This study explores an 11th-grade teacher's understanding, practices, and perceptions of corrective feedback (CF) to enhance second language (English) pronunciation in a private bilingual school in Sincelejo, Colombia. Using a qualitative case study design, data was collected through classroom observations, semi-structured interviews, and stimulated recall interviews. The findings revealed three key themes: (1) Timing and Personalization of Feedback, emphasizing their comprehension and the importance of the strategic timing of CF to balance student confidence and learning outcomes; (2) Reinforcement Techniques to Strengthen Language Retention, highlighting the use of repetition, elicitation, and metalinguistic feedback to foster long-term linguistic accuracy; and (3) Strategies and Beliefs for Effective Pronunciation Feedback, showcasing the teacher's reliance on explicit correction, recasts, and motivational approaches to improve student pronunciation and fluency. The results underscore the importance of tailored CF strategies that address individual learner needs while maintaining a supportive classroom environment. The study offers implications for professional development, classroom practices, and future research about CF in diverse educational contexts. |
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