Presentation

Learner attitudes towards visual feedback for teaching second language Spanish vowels: Exploring best practices

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Abstract

Previous work on attitude studies reveals that learners view visual feedback (VF) as beneficial to their pronunciation learning; however, most studies on learner attitudes towards VF for Spanish as a second language (L2) focus on consonants. Twenty intermediate learners at a U.S. institution participated in four VF interventions via the program Praat to instruct the differences between Spanish (L2) monophthongs and English diphthongs in stressed position. Participants rated 19 statements on a 9-point Likert scale (1 = disagree, 9 = agree). The current study’s results were additionally compared with the learner attitudes results towards VF for a set of consonants from a previous study. Learners in the current study generally indicated that VF interventions were useful to their learning, they felt more confident about their pronunciation post-activity, and they considered pronunciation learning important. However, unlike in the previous study, attitudes towards the enjoyment of the activity were mixed, and learners were unsure if VF should be used to teach these vowel differences in future classes due to the perceived difficulty of comparing vowel formants.

Keywords: L2 Spanish, visual feedback, pronunciation, attitudes

How to Cite:

Offerman, H. M., & Gehrke, L. (2026). Learner attitudes towards visual feedback for teaching second language Spanish vowels: Exploring best practices. In P. Trofimovich, A. Bodea, T.-N. N. Le, R. Suzuki, & C. Teló (Eds.), Proceedings of the 16th Pronunciation in Second Language Learning and Teaching Conference (pp. 1–12). Concordia University, Montreal, Canada, October 2025. https://doi.org/10.31274/psllt.21418