The effect of Korean pronunciation corrective feedback on third-year Korean students

Abstract

This study investigates the effects of different types of pronunciation corrective feedback (CF) on Korean intermediate-level L2 learners. A total of 21 participants were divided into three groups: two experimental groups and one control group. Experimental group 1 received visual and written CF, including detailed pronunciation rules, while experimental group 2 received visual and oral CF through audio models. The control group did not receive any CF. Participants completed a pretest, two read-aloud tasks, and a post-test to assess pronunciation improvements. Results indicate that both types of CF significantly enhanced learners' pronunciation, with notable improvements in intonation and h-aspiration. Specifically, group 1 demonstrated significant gains in intonation and h-aspiration, while group 2 showed broad improvements in overall pronunciation, intonation, resyllabification, h-aspiration, and liquidization. These findings suggest that both written and oral CF are effective, though they impact learners differently. The results imply that educators can adapt feedback strategies to align with pedagogical goals and learner needs.