A Case Study on Online Peer Feedback for Learning English Pronunciation at University Level
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초록
Pronunciation is considered to play a significant role in successful communication in L2. Despite its importance, there seems to be the lack of sufficient practice and interaction in online English pronunciation classes at university level. As a solution, online peer feedback on students’ voice recordings is suggested, and this study aimed to explore the patterns of peer feedback in an online English pronunciation class and reflections on peer feedback for learning English pronunciation. The subjects of the study consisted of ten students enrolled in an online English pronunciation class at A university. Qualitative data sources included observations of the classroom BBS, voice recordings, reflective learning journals and interviews. The students’ produced comments were analyzed in terms of suprasegmental and segmental features of pronunciation as well as six types of corrective feedback. The data collected from reflective learning journals and interviews were analyzed and presented descriptively. The major findings of the study are as follows. First, the students produced more peer feedback on suprasegmental features than segmental features. Second, they provided more indirect feedback than other types. Last, they incorporated more peer feedback on segmental features than on suprasegmental features. Based on the findings, suggestions and implications are proposed.
Abstract
Pronunciation is considered to play a significant role in successful communication in L2. Despite its importance, there seems to be the lack of sufficient practice and interaction in online English pronunciation classes at university level. As a solution, online peer feedback on students’ voice recordings is suggested, and this study aimed to explore the patterns of peer feedback in an online English pronunciation class and reflections on peer feedback for learning English pronunciation. The subjects of the study consisted of ten students enrolled in an online English pronunciation class at A university. Qualitative data sources included observations of the classroom BBS, voice recordings, reflective learning journals and interviews. The students’ produced comments were analyzed in terms of suprasegmental and segmental features of pronunciation as well as six types of corrective feedback. The data collected from reflective learning journals and interviews were analyzed and presented descriptively. The major findings of the study are as follows. First, the students produced more peer feedback on suprasegmental features than segmental features. Second, they provided more indirect feedback than other types. Last, they incorporated more peer feedback on segmental features than on suprasegmental features. Based on the findings, suggestions and implications are proposed.
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