Valle Zapata, LilianaRomán Lázaro, Roberto2025-02-102025-02-102025-02-05https://repositorio.unicordoba.edu.co/handle/ucordoba/9076This 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.1. INTRODUCTION 11.1. The Problem 31.2. Purpose of the Study 32. THEORETICAL FRAMEWORK 52.1. Conceptual Framework 52.1.1. Perception 52.1.2. Pronunciation 62.1.3. Ways to Give Pronunciation Feedback 72.1.4. Corrective Feedback 82.1.5. Corrective feedback Types 92.2. Literature Review 113. METHODOLOGY 233.1. Research Design 23Data collection procedures 243.3. Context and Participants 263.4. Data Analysis 27Figure # 1 284. RESULTS 304.1. Timing and Personalization of Feedback 314.2. Reinforcement Techniques to Strengthen Language Retention 314.3. Strategies and Beliefs for Effective Pronunciation Feedback 335. DISCUSSION 365.1 Reinforcement Techniques and Language Retention Timing and Personalization of Feedback 365.2 Strategies and Beliefs for Effective Pronunciation Feedback 386. CONCLUSIONS 40REFERENCES 43ANNEXES 49application/pdfengCopyright Universidad de Córdoba, 2025Trabajo de grado - MaestríaAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessRetroalimentacion correctivaPercepciones de los profesoresSegunda lenguaPrácticasEntendimientoCorrective feedbackTeacher perceptionsSecond language pronunciationTeacher’s understandingPracticesPerceptionUniversidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/http://purl.org/coar/access_right/c_abf2