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Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study

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dc.contributor.advisorValle Zapata, Liliana
dc.contributor.authorRomán Lázaro, Roberto
dc.contributor.educationalvalidatorValle Zapata, Liliana
dc.contributor.juryJerez Rodríguez, Sonia María
dc.contributor.juryLorduy, Danilsa
dc.date.accessioned2025-02-10T21:15:40Z
dc.date.available2025-02-10T21:15:40Z
dc.date.issued2025-02-05
dc.description.abstractThis 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.eng
dc.description.degreelevelMaestría
dc.description.degreenameMagíster en Enseñanza del Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontents1. INTRODUCTION 1
dc.description.tableofcontents1.1. The Problem 3
dc.description.tableofcontents1.2. Purpose of the Study 3
dc.description.tableofcontents2. THEORETICAL FRAMEWORK 5
dc.description.tableofcontents2.1. Conceptual Framework 5
dc.description.tableofcontents2.1.1. Perception 5
dc.description.tableofcontents2.1.2. Pronunciation 6
dc.description.tableofcontents2.1.3. Ways to Give Pronunciation Feedback 7
dc.description.tableofcontents2.1.4. Corrective Feedback 8
dc.description.tableofcontents2.1.5. Corrective feedback Types 9
dc.description.tableofcontents2.2. Literature Review 11
dc.description.tableofcontents3. METHODOLOGY 23
dc.description.tableofcontents3.1. Research Design 23
dc.description.tableofcontentsData collection procedures 24
dc.description.tableofcontents3.3. Context and Participants 26
dc.description.tableofcontents3.4. Data Analysis 27
dc.description.tableofcontentsFigure # 1 28
dc.description.tableofcontents4. RESULTS 30
dc.description.tableofcontents4.1. Timing and Personalization of Feedback 31
dc.description.tableofcontents4.2. Reinforcement Techniques to Strengthen Language Retention 31
dc.description.tableofcontents4.3. Strategies and Beliefs for Effective Pronunciation Feedback 33
dc.description.tableofcontents5. DISCUSSION 36
dc.description.tableofcontents5.1 Reinforcement Techniques and Language Retention Timing and Personalization of Feedback 36
dc.description.tableofcontents5.2 Strategies and Beliefs for Effective Pronunciation Feedback 38
dc.description.tableofcontents6. CONCLUSIONS 40
dc.description.tableofcontentsREFERENCES 43
dc.description.tableofcontentsANNEXES 49
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9076
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programMaestría en Enseñanza del Inglés
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dc.rightsCopyright Universidad de Córdoba, 2025
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsCorrective feedbackeng
dc.subject.keywordsTeacher perceptionseng
dc.subject.keywordsSecond language pronunciationeng
dc.subject.keywordsTeacher’s understandingeng
dc.subject.keywordsPracticeseng
dc.subject.keywordsPerceptioneng
dc.subject.proposalRetroalimentacion correctivaspa
dc.subject.proposalPercepciones de los profesoresspa
dc.subject.proposalSegunda lenguaspa
dc.subject.proposalPrácticasspa
dc.subject.proposalEntendimientospa
dc.titleExploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case studyeng
dc.typeTrabajo de grado - Maestría
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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