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

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.