The Effect of Explicit Corrective Feedback on Improving the English Pronunciation of Iraqi Intermediate Graders

Abstract

This quasi-experimental study aims at investigating the effect of feedback on developing the pronunciation skills of intermediate EFL learners in Iraq and how such feedback can help them improve their pronunciation and speaking skills. The sample of the study included 40 female first-year intermediate graders at Al-Remah intermediate school during the second semester of the academic year (2021-2022).

The sample was then subdivided into two groups: an experimental group (n=20), set to receive explicit corrective feedback, and a control group (n=20), set to receive no feedback. The two groups were exposed to a 3-month pronunciation tests in the early experiment. After that, both groups passed a post-test. Results revealed that explicit corrective feedback in the experimental group was more effective than in the control group.