Teaching Tips
Author: Ines Martin (US Naval Academy)
It has been shown that peer feedback can facilitate second language (L2) development in various domains, including pronunciation (Martin & Sippel, 2021a). Therefore, peer feedback appears to be a viable alternative or addition to teacher feedback (Martin & Sippel, 2021b). Recent research further suggests that metacognitive instruction as well as straining learners to provide feedback has a significant impact on ultimate learning gains when a peer feedback intervention is used in instructed L2 acquisition (Fujii, Ziegler, & Mackey, 2016; Sato & Lyster, 2012). This teaching tip aims to translate these research findings into practice by providing a step-by-step guide on how to set up a successful peer feedback intervention for L2 pronunciation in any face-to-face or online learning environment. Special emphasis will be given to possible differences in learning gains based on whether students are providers or receivers of peer feedback.
Keywords: Feedback, Pronunciation teaching, Metacognitive instruction, Learning
How to Cite: Martin, I. (2022) “Giving Is Better Than Receiving: Teaching Pronunciation With Peer Feedback”, Pronunciation in Second Language Learning and Teaching Proceedings. 12(1). doi: https://doi.org/10.31274/psllt.13339