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ERIC Number: EJ1141031
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1832-4215
Learner Perceptions of Online Peer Pronunciation Feedback through P-Check
Yonesaka, Suzanne M.
JALT CALL Journal, v13 n1 p29-51 2017
Receiving adequate pronunciation feedback is an ongoing challenge for L2 learners. Although instructors are the most important source of corrective pronunciation feedback (Szpyra, 2014; Timson, 2007), L2 learners can also benefit from peer pronunciation feedback (Lord, 2008; Kim & Yoon, 2014; Roccamo, 2015). This paper examines Japanese university students' perceptions of online peer feedback on intelligibility (Derwing & Munro, 2005). To aggregate the feedback, P-Check, a plug-in for the Glexa LMS (Version2, 2015) was developed and its recognition and dialog functions were piloted in two studies. In the first exploratory study (N = 59), a post-treatment survey and diaries were used to explore participants' attitudes. Participants believed that peer feedback through P-Check was useful and had increased their awareness of their pronunciation strengths and weaknesses. In the second quasi-experimental study (N = 55), no significant difference was found in participants' perceptions of the usefulness of peer feedback, whether delivered face-to-face or via P-Check. Recommendations for further development of P-Check and other similar plug-ins are given.
JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A