The Effect Of Using Recast And Explicit Corrective Feedback On Improving English Pronunciation Of Iraqi Intermediate School Students

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Baraa Rakan Jalal, Khalid Ibrahim Alahmed


This study aim to examines empirically the impact of oral feedback on developing English pronunciation skills of Iraqi EFL intermediate school students. To achieve this aim, an experiment was designed where three groups have been chosen randomly from the first year female students at Al-Remah Intermediate School in the city Centre of Mosul. These three groups are divided into two experimental groups and a control group. The experimental group one (N=20) has received recast feedback and experimental group two (N=20) has received explicit corrective feedback. The control group (N=20) has not received any type of corrective feedback. The data collection was carried out by means of a pronunciation test which is constructed by a researcher based on students’ syllabus. Reliability and validity of the pronunciation test are estimated and ensured. The three groups are given the pronunciation test both before and after the trial. Statistical analysis of the findings shows that both explicit and recast feedback are beneficial for enhancing learners' English pronunciation. To improve students' pronunciation skills, explicit corrective feedback appears to be more beneficial than recast feedback. A number of suggestions for English language instructors have been made in light of the findings. Additionally, some recommendations for additional research and work are provided. 

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