Final Deg ee P ojec
DEGREE IN PRIMARY EDUCATION
2022/2023
ORAL FEEDBACK AS A TEACHING TECHNIQUE IN THE
FOREIGN LANGUAGE PRIMARY CLASSROOMS WHILE
WORKING ON THE SDGS
Au ho : Pa icia Rod igo del Campillo
Di ec o : Ru h Milla Mele o
Leioan, 2023ko i aila en 12an
Final Deg ee P ojec . Facul y o Educa ion in Bilbao
I N D E X
In oduc ion and jus i ica ion.........................................................................................3
1. Theo e ical F amewo k...............................................................................................4
1.1. O al co ec i e eedback in p ima y class ooms..................................................4
1.1.1. The na u e o he e o s and ypes o e o s.................................................5
1.1.2 Types o co ec i e eedback........................................................................6
1.1.3 Which e o s should be co ec ed, by whom and when?..............................9
1.1.3.1. Co ec ion o p onuncia ion e o s................................................... 10
1.2 Lea ne s belie s and anxie y................................................................................ 11
1.2.1 CF and Anxie y...........................................................................................12
2. Me hodology...............................................................................................................13
3. Resul s and discussion...............................................................................................14
3.1. Rub ic wi h e o s in p onuncia ion....................................................................14
3.1.1. Obse a ions o he ub ic......................................................................... 15
3.1.2. Compa ison o he g aphs..........................................................................16
3.2. Lea ne s´ belie s abou OCF...............................................................................16
3.2.1. Obse a ions o he p e- es .......................................................................17
3.2.2. Obse a ions o he pos - es and compa ison...........................................19
4. Conclusion.................................................................................................................. 21
5. P o essional e hics and da a p o ec ion................................................................... 23
6. Bibliog aphy...............................................................................................................23
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
O al eedback as a eaching echnique in he FL p ima y class ooms
while wo king on he SDGs
Pa icia Rod igo del Campillo
UPV/EHU
The aim o his wo k is o explo e o al co ec ions, speci ically he ea men o
p onuncia ion e o s, using wo di e en ypes o co ec i e eedback, ecas and
p omp s (in he o m o epe i ions), and e alua ing o wha ex en he ype o co ec ion
con ex a ec ed s uden s' belie s. In o de o wo k on Goal 3 o UNESCO's Agenda
2030 in he P ima y EFL class oom, an in e en ion was designed and implemen ed o
he 4 h yea o P ima y Educa ion in a public school, using o al communica ion and wo
co ec ion s a egies as a basis. Al hough he esul s a e no ully consis en , he e is a
endency in he s uden s' esponses o show a posi i e a i ude owa ds he co ec ion o
hei p onuncia ion e o s.
O al co ec ions; Recas ; Repe i ions; Belie s; EFL class oom
El obje i o de es e abajo son las co ecciones o ales, conc e amen e el a amien o de
los e o es de p onunciación, u ilizando dos ipos di e en es de eedback co ec i o, la
e o mulación y los p omp s (en o ma de epe iciones), y e aluando en qué medida el
ipo de con ex o de co ección a ec aba a las c eencias de los es udian es. Con el in de
abaja el Obje i o 3 de la Agenda 2030 de la UNESCO en el aula de EFL de P ima ia,
se diseñó e implemen ó una in e ención pa a 4º de Educación P ima ia, u ilizando
como base la comunicación o al y dos ipos de co ección. Aunque los esul ados no son
del odo consis en es, exis e una endencia en las espues as de los alumnos a mos a
una ac i ud posi i a hacia la co ección de sus e o es de p onunciación.
Co ecciones o ales; Re o mulación; Repe ición; C eencias; Aula EFL
Lan honen helbu ua ahozko zuzenke ak az e zea da, zehazki ahoske a-aka sa en
a amendua, bi eedback zuzen zaile mo a e abiliz: ba egi ea e a p omp -ak
(e epikapen moduan), e a zuzenke a- es uingu uak ikasleen sinesmene an ze neu i an
e agi en zuen ebalua uz. UNESCO en 2030 Agenda en 3. helbu ua Lehen Hezkun zako
Lanbide Hezike ako ikasgelan lan zeko, Lehen Hezkun zako 4. maila ako esku-ha ze
ba diseina u e a eza i zen, ahozko komunikazioa e a bi zuzenke a-mo a oina i ha u a.
Emai zak sendoak ez di en a en, ikasleek be en ahoske a-aka sak zuzen zeko ja e a
posi iboa e akus eko joe a du e.
Ahozko zuzenke ak; Be egi ea; E epikapena; Sinesmenak; EFL gela
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
In oduc ion and jus i ica ion
Globaliza ion has ob iously modi ied mul iple aspec s o human li e. In he case
o linguis ics, his phenomenon has led o he usion, e olu ion and, in an ex eme case,
he disappea ance o languages and hei cul u al alues ha ha e his o ically been in
con ac wi h o he s. English has posi ioned i sel as he lingua anca, ha is, he wo ld's
leading global ehicula language (Villalobos, 2017).
English eaching me hodologies ha e e ol ed om mo e g amma -based o
communica i e app oaches. Howe e , some ocus on o m is also needed, especially
when eaching/lea ning a o eign language, since he quali y and quan i y o inpu
p o ided is limi ed as hey a e he oppo uni ies o ac ual in e ac ion and lea ne s’
p oduc ion.
This s udy aims o explo e o al co ec i e eedback (OCF), a phenomenon ha
occu s in language lea ning class ooms, and o cap u e all he nuances ha come in o
play when his eaching echnique appea s in a o mal lea ning en i onmen . The e has
been a g ea deal o esea ch on which ypes o OCF a e mos e ec i e o each ype o
e o . Mos s udies ha e ocused on mo phosyn ax o ocabula y e o s, so, in he
p esen s udy, we will only conside p onuncia ion e o s. Mo eo e , all s udies on CF
in p onuncia ion a e conduc ed a seconda y o highe educa ion le els, unlike he
p esen one, which has been ca ied ou in p ima y educa ion class ooms.
In ela ion o he Sus ainable De elopmen Goals (SDGs), he didac ic sequence
used in his s udy consis ed o an in e en ion ocused on SDG numbe 3 (good heal h
and well-being).
Wi h he in en ion o esponding o he main objec i e o his expe imen , his
Final Deg ee P ojec has been di ided in o 5 pa s. Fi s ly, he heo e ical amewo k,
whe e opics abou o al co ec i e eedback, p onuncia ion e o s and s uden s' belie s
abou e o s a e discussed. Secondly, he me hodology, which will epo on he p ocess
used o ca y ou his p ojec : he design o he in e en ion, pa icipan s, e c. Thi dly,
he p ocedu e o he wo k includes he objec i e o he esea ch, he s udy ca ied ou
and i s cha ac e is ics, he ools used o da a collec ion, he esul s and he
in e p e a ion o he la e . Finally, he e will be a inal conclusion, ollowed by he
annexes.
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
1. Theo e ical F amewo k
This i s pa o he pape will i s b ie ly ou line he key elemen s o he
didac ics o o eign language (FL) eaching ha mus be aken in o conside a ion be o e
analyzing he phenomenon o o al e o co ec ion, o be mo e p ecise, he ypes o
e o s ha can a ise, he ypes o co ec ions ha can be used and he esul s ha can be
p edic ed. S udies conduc ed by expe s in he ield and hei conclusions will hen be
discussed.
I should be no ed ha he wo ks on which his heo e ical amewo k is based
con empla e bo h he pe cep ion o e o s om he pe spec i e o he eache and ha o
he s uden , as he s uden 's pe cep ion is anscenden al o unde s and he phenomenon
o he co ec ion o o al e o s in he class oom, as wha he s uden hinks, eels and
exp esses is as impo an as wha he eache pe cei es.
1.1. O al co ec i e eedback in p ima y class ooms
Co ec i e eedback (CF) is ound in na u al lea ning en i onmen s as well as in
o mal lea ning con ex s, hough i is much mo e common and p obably mo e
bene icial, and e en needed, in he la e . SLA in es iga o s ha e cen e ed on CF in
o mal en i onmen s, inding bene icial e ec s o his app oach o L2 lea ning.
Re e ing o CF, in he pas he e was a end ha a i med ha CF was no
use ul. Howe e , he e is a cu en consensus ha i has posi i e e ec s on SLA by
p omo ing he no icing o a ge exempla s and consolida ing lea ne skills h ough
con ex ualized p ac ice as well as by o he means (Ha & Mu ay, 2020).
The inpu gi en o he lea ne abou he a ge language can be posi i e, which
consis s o showing co ec g amma ical ules and s uc u es o he a ge language, o
nega i e, which consis s o eaching he lea ne implici ly o explici ly wha is inco ec
in he a ge language. CF alls in o he la e ca ego y, and is he e o e also e e ed o
as "nega i e eedback" (Moyano, 2019).
I ons (2008) and He nández (2009) explain he di e ences be ween eedback
and co ec ion, a guing ha while co ec ion is a esponse o e o , eedback aims o
espond holis ically o he lea ne 's p ac ice, including his o he linguis ic successes
and, abo e all, he communica i e in en ion o he p ac ice. This should be cons uc i e
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
in imp o ing lea ne pe o mance, encou aging sel - egula ion, de eloping in insic
mo i a ion and posi i e sel -es eem, helping lea ne s o ecognize and ill gaps in hei
cu en and u u e unde s anding, and os e ing dialogue be ween eache s and lea ne s.
Thus, a key aspec o e ec i e eedback, whe he w i en o o al, is ha lea ne s mus
unde s and wha hey a e being asked o lea n.
In his disse a ion we ha e ocused on o al co ec i e eedback (OCF), he
eedback ha akes place in o al eache -s uden in e ac ion in a o mal se ing o a
class oom (Milla, 2017). The e a e wo ypes o CF, o al and w i en (Milla, 2017).
O e he pas wo decades, esea ch has gi en a g ea deal o a en ion o OCF. Mos o
he p io esea ch on he e icacy o OCF has demons a ed ha i is bo h bene icial and
necessa y o L2 lea ne s' linguis ic de elopmen (Xuan Van, 2021).
1.1.1. The na u e o he e o s and ypes o e o s
Unde s anding he na u e o linguis ic e o s is e y use ul o knowing how o
deal wi h hem, and e en o deciding whe he o no o co ec hem. To do his, i is
necessa y o know wha is conside ed an e o in he class oom.
Blanco (2002), de ines an e o as a ansg ession, de ia ion o inco ec use o a
no m, which in his case can be linguis ic, bu also cul u al, p agma ic, and o a g ea
a ie y o o he ypes. The au ho a gues ha he eache 's a i ude owa ds e o s
depends on how he o she concei es language acquisi ion. I can be said ha he e is a
di ec ela ionship be ween e o s and acquisi ion. I we know how a language is
lea ned, we will be able o know why e o s occu and hus es ablish he means o epai
hem.
Mendez, A guelles and Cas o (2010) p opose he ollowing classi ica ion o
e o s acco ding o hei o m:
TYPE OF ERROR
EXPLANATION
Mo phosyn ac ic e o s
When wo d o de , e b enses,
conjuga ion o o he sen ence elemen s
a e inco ec .
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
Lexical e o s
When inapp op ia e wo ds o e en wo ds
om he lea ne 's na i e language a e
used due o insu icien ocabula y in he
a ge language.
Seman ic e o s
When he o al o w i en ex ual
p oduc ion lacks meaning.
Phonological e o s
When he p onuncia ion o a wo d o
segmen is no co ec .
Table 1: Classi ica ion o e o s (adap ed om Mendez, A guelles & Cas o,
2010)
Ca ego ies 1-3 o e o s can occu in o al ex s as well as in w i en ex s, while
ca ego y 4 belongs exclusi ely o o al ex s, hence when speaking o a co ec ion o an
o al e o , one o hese 4 ca ego ies may be in ol ed (Mendez, A guelles & Cas o,
2010).
Phonological e o s, o p onuncia ion e o s, mus be ea ed wi h special ca e,
since he p onuncia ion o each lea ne is pe cei ed as a pe sonal ai , and asking he
lea ne o co ec his/he p onuncia ion may be pe cei ed as a h ea o his/he
sel -image, and he/she may eel c i icized (Mendez, A guelles & Cas o, 2010).
1.1.2 Types o co ec i e eedback
Conside ing he pa icipan (s) in he CF in e ac ion Mendez, A guelles and
Cas o (2010) say ha he e a e he ollowing possibili ies:
- Sel -co ec ion: S uden s a e conscious o he e o s hey make and
epai hem. I seems o be he p e e ed one o he lea ne s as i sa es
hei aces (Mendez, A guelles & Cas o, 2010).
- Pee co ec ion: S uden s a e co ec ed by each o he in a ace- o- ace
in e ac i e, sa e and secu e en i onmen ha helps hem o sa egua d
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
hei egos, build hei sel -con idence and helps hem o become mo e
independen (Mendez, A guelles & Cas o, 2010).
- Teache -co ec ion: The eache is seen as a p o essional who has a high
le el o English p o iciency. She is he one who ixes he s uden s' e o s
and p o ides hem wi h ins uc ions in a way hey can unde s and he
e o (Mendez, A guelles & Cas o, 2010).
Rega ding he ype o co ec ion equi ed and he poin o iew conside ed, i is
necessa y o men ion he implici and explici dicho omy.
On he one hand, implici co ec ion is mean o indi ec ly co ec lea ne s'
e o s. On he o he hand, explici co ec ion includes, o example, g amma ical
explana ion o o e e o co ec ion. Below, we can see he six ypes o CF om mo e
implici o mo e explici .
1. Recas : The eache eplays he lea ne 's u e ance in place o he e o .
Some o he eache 's ecas s may be a wo d, a g amma ical o lexical
modi ica ion, o ansla ion in esponse o he lea ne 's use o L1. When
ecas s a e used, he eache does no use sen ences such as "you mean..."
o "you should say..." (Lys e & Ran a, 1997).
2. Cla i ica ion eques : The eache may ask he s uden o epea o
e o mula e wha he/she has said. This is a kind o eedback ha can
e e o p oblems o unde s anding, o accu acy, o bo h. A eques o
cla i ica ion in ol es ph ases like "So y" (Lys e & Ran a, 1997)
3. Repe i ion o e o : The eache ei e a es he s uden 's mis ake in
isola ed o m and, in he majo i y o cases, ising in ona ion o emphasize
he mis ake (Lys e & Ran a, 1997).
4. Elici a ion: Acco ding o Lys e and Ran a (1997) in his kind o
eedback he eache s gi e a sen ence and s a egically b eak o le he
s uden s " ill he blank". I he s uden s gi e a w ong answe he/she
makes a ema k like "No, ha 's no i . Tha 's a..." o jus epea ing he
mis ake (Lys e & Ran a, 1997).
5. Me alinguis ic eedback: The eache o e s in o ma ion o asks
ques ions in connec ion wi h a lea ne 's possible e o wi hou explici ly
p o iding he co ec answe (Lys e & Ran a, 1997).
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
6. Explici e o co ec ion e e s o he explici p o ision o he co ec
o m. As he eache p o ides he co ec o m, he o she clea ly indica es
ha wha he s uden had said was inco ec . (Lys e & Ran a, 1997).
Wi h he abo e in mind, i is necessa y o men ion ha he ypes om 1-5 can
be made mo e o less implici , depending on leng h, emphasis… Lys e (2002) la e
in eg a ed ou o hem (cla i ica ion eques , epe i ion, elici a ion and me alinguis ic
eedback) in o a ca ego y called p omp s. The e o e, in Lys e 's sense, p omp s include
bo h implici and explici o ms o eedback.
Thus, ocusing on he way he eedback is gi en, i is necessa y o make a
dis inc ion be ween wo g oups: e o mula ions and p omp s. The i s ( ecas o explici
co ec ion) would consis o a co ec ion p o ided immedia ely wi h he co ec o m o
he e o , while he second (cla i ica ion eques , epe i ion, elici a ion and
me alinguis ic eedback) consis s o gi ing he s uden clues so ha he/she ealizes he
mis ake made and epai s i by him/he sel (Hanh & Tho, 2018).
Among hem, ecas s ha e gained he mos a en ion om esea che s, pa ly
because he echniques help o add ess impo an issues ela ed o acquisi ion. S udies
on ecas s ha e in es iga ed hei e ec i eness o ine ec i eness in L2 de elopmen
(Sung-Soo, 2011). Howe e , e en hough eache s a e no oo keen on e o co ec ion,
he obse a ion made by Yoshida (2010, in Roo hoo & B eeze, 2016) demons a ed
ha i is ue ha mos o he eache s do p e e p omp ing lea ne s o sel -co ec , bu
ha in eali y hey mainly use ecas s, because in he end hese a e “conduci e o
main aining a suppo ing class oom en i onmen ” (Sai o & Sa o, 2013, p. 89). This
heo y suppo s Lys e and Ran a (1997) indings, as hei analysis p o ed ha ecas s
accoun ed o 55% o he o al numbe o eache s, whe eas he es : elici a ion,
cla i ica ion eques , me alinguis ic eedback, explici co ec ion and epe i ion we e
used e y li le. Recas s a e hough o be use ul when lea ne s espond o hese by
modi ying hei ini ial ou pu , bu his does no always ake place. Rega dless, as
Ca pen e e al., (2006) men ion, ecas s ha e been shown o be bene icial.
Wi h e e ence o s uden s’ belie s, e en hough some migh claim ha hey
would a he be co ec ed implici ly, mos o hem p e e o be co ec ed explici ly.
Addi ionally, Roo hoo and B eeze (2016) also ound ou ha s uden s we e mos
posi i e abou explici co ec ion, al hough hey also exp essed hei p e e ence o
me alinguis ic eedback oo. As a ma e o ac , e en hose s uden s wi h high anxie y
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
3.1.1. Obse a ions o he ub ic
As p e iously men ioned, wo di e en ypes o co ec i e eedback, p omp s and
ecas s we e used in wo di e en class ooms o 4 h g ade o p ima y educa ion.
Fi s ly, in 4.A he ype o co ec i e eedback used was ecas , whe e he eache
eplays he lea ne 's u e ance in place o he e o (see annex 3). As we can obse e
(see g aph 1) mos o he s uden s changed hei answe once hey hea d he eache 's
co ec ion.
G aph 1. Recas .
In his case, aking in o accoun ha he e we e a o al o 18 s uden s, hey made
35 e o s. On one hand, ou o 35 e o s, 57,10%, i.e. 20 e o s, we e epai ed by
s uden s. On he o he hand, 31,40%, i.e. 11 e o s, did no eac o he co ec ion. The
es , 11,40%, i.e. 4 e o s, we e inco ec ly epea ed, s uden s made he same mis ake
again.
Secondly, in 4.B he ype o co ec i e eedback used was epe i ion, whe e he
eache ei e a es he s uden 's mis ake in isola ed o m and, in he majo i y o cases,
adds in ona ion o emphasize he mis ake (see annex 4). As he g aph shows (see g aph
2) mos o he e o s we e no answe ed by s uden s.
G aph 2. Repe i ion.
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
In his case, aking in o accoun ha he e we e a o al o 17 s uden s, hey made
23 e o s. On one hand, ou o 23 e o s, 23,80%, i.e. 5 e o s, we e co ec ed by
s uden s. On he o he hand, 42,90%, i.e. 9 e o s, we e no answe ed. The es , 33,30%,
i.e. 7 e o s, we e inco ec ly epea ed, s uden s made he same mis ake again.
3.1.2. Compa ison o he g aphs
As explained in he heo e ical amewo k abo e, Amma and Spada (2006)
showed ha he use o ecas is mo e e ec i e in p onuncia ion co ec ions , bu when
i comes o co ec ing e o s in he English class oom, using p omp s ( epe i ions) is
mo e e ec i e han using ecas (Lys e & Mo i, 2006). We mus also ake in o accoun
he academic objec i e and abo e all he knowledge o ou s uden s. Tha is why i is
e y impo an whe he he s uden s knew he wo ds in which hey made a mis ake
be o e o no .
Looking a he g aphs and aking in o accoun he abo e men ioned, on he one
hand, we can see how in he 4A class whe e ecas was used, he s uden s a e able o
epai he e o s, since he eache p o ides hem wi h he co ec o m o he e o . On
he o he hand, in 4B in which p omp s ( epe i ions) we e used, he s uden s do no ha e
he acili y o epai he e o made, because hey do no know he co ec o m o he
e o . Unlike ecas s, in p omp s ( epe i ions) he eache gi es hin s o he s uden s o
epai he e o s. In his s udy, mos o he s uden s do no know he co ec o m o he
wo d hey ha e made a mis ake in and o en do no know how o epai i . Analyzing
he esul s ob ained in he g aphs, i can be said ha o al co ec ions a e e ec i e in
co ec ing p onuncia ion e o s, hus showing ha he use o ecas s is mo e e ec i e
han epe i ions in co ec ing p onuncia ion e o s.
3.2. Lea ne s´ belie s abou OCF
As men ioned in he me hodology, a p e- es and a pos es (see annex 5) we e
conduc ed o collec he belie s ha s uden s had abou o al co ec ions.
3.2.1. Obse a ions o he p e- es
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
G aph 3: I wo y abou making p onuncia ion e o s in English classes (p e- es )
In esponse o he i em “I wo y abou making p onuncia ion e o s in English
classes”, i is wo h no ing ha in 4.A, he majo i y o s uden s a e conce ned abou
making p onuncia ion e o s, highligh ing he yellow ba wi h 10 s uden s ou o 18
conce ned abou i . On he o he hand, in 4.B he da a a e e y di ided, we ha e
s uden s who a e wo ied abou making mis akes and o he s who a e no so wo ied.
G aph 4: I like o lea n om my p onuncia ion mis akes (p e- es )
In esponse o he i em “I like o lea n om my p onuncia ion mis akes”, s uden s
say ha hey like o lea n om he mis akes hey make (see g aph 4), so hey a e willing
o be co ec ed by hei eache s when hey make mis akes, wi h he in en ion o
lea ning om he e o s.
G aph 5: I like o be co ec ed on an indi idual basis (p e- es )
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
In gene al, ega ding he s uden s' belie s, he g aph in his case shows ha mos
o he s uden s p e e o be co ec ed on an indi idual basis and no in on o hei
classma es (see g aph 5).
G aph 6: When I misp onounce a wo d, I like my eache o ell me how o p onounce i
(p e- es )
In esponse o he i em “When I misp onounce a wo d, I like my eache o ell me
how o p onounce i “ in g aph 6, s uden s like o be co ec ed when hey make mis akes
in he p onuncia ion o wo ds. This g aph shows ha he e a e no s uden s who do no
like o be co ec ed by hei eache s.
G aph 7: When I misp onounce a wo d, I like my eache o gi e me hin s o co ec i on my
own (p e- es )
Finally, in con as o he p e ious g aph in which he eache co ec ed he e o
and p o ided he co ec o m o he e o . In his case (g aph 7), s uden s say hey a e
sa is ied when he eache gi es hem clues o ind he e o and co ec i . Likewise,
a e seeing he esul s in he g aphs, we could say ha he s uden s' belie s a e posi i e
abou OCF.
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
3.2.2. Obse a ions o he pos - es and compa ison
Now, in o de o compa e he belie s o he s uden s a e he didac ic
in e en ion, a pos - es was conduc ed. In he nex g aphs, he compa ison o he es s
will be made, as well as o see i he belie s o he s uden s ha e changed o no , once
he in e en ion has been ca ied ou .
G aph 8: I wo y abou making p onuncia ion e o s in English classes (pos - es )
In his g aph 8, we can obse e a g ea change in belie s om g aph 3 abo e. In
his case, om being e y conce ned abou making p onuncia ion e o s, a change can
be seen, showing ha hey a e no so wo ied abou making hem. We could say ha
hey a e mo e elaxed abou making mis akes once he in e en ion was implemen ed.
Rega ding being co ec ed on p onuncia ion e o s, we shall look a g aph 11
below. In his case, ega ding g aph 5 and g aph 9, in bo h classes, s uden s like o be
co ec ed o p onuncia ion e o s. In he case o 4B, he esul s ha e imp o ed, bu in
4A, on he o he hand, he esul s ha e been no ably dis ibu ed, hus showing he
change in he s uden s' belie s.
G aph 9: I like o lea n om my p onuncia ion mis akes (pos - es )
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
In gene al, s uden s usually p e e o be co ec ed indi idually as he g aph 6
abo e showed. Howe e , i is ue ha in g aph 10 he esul s ha e been somewha
dispe sed in bo h classes. The g aph shows ha mos o he s uden s con inue p e e ing
o be co ec ed on an indi idual basis and no in on o hei classma es.
G aph 10: I like o be co ec ed on an indi idual basis (pos - es )
As we can obse e in g aph 11 below, he e has been a change in s uden s'
belie s ega ding o al co ec ions. Jus as in p e ious g aphs, we ha e seen ha s uden s
accep co ec ions e y well and like hem.
G aph 11:When I misp onounce a wo d, I like my eache o ell me how o p onounce i
(pos - es )
Finally, as he g aph 12 shows, s uden s like he eache o gi e hem hin s when
hey do no p onounce a wo d well.
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
G aph 12: When I misp onounce a wo d, I like my eache o gi e me hin s o co ec i
on my own.
Looking a he g aphs and aking in o accoun he abo e men ioned in he
li e a u e abou lea ne s’ belie s on OCF i was hough ha lea ne s p e e ed eache s
o igno e hei e o s and ocus on o he aspec s bu o m (meaning, con en and
luency). Howe e , al hough he li e a u e on s uden s' belie s is s ill limi ed (Ka ayama,
2007), he esul s ob ained in s udies abou s uden s' belie s abou CF ha e shown ha
s uden s' pe cep ions a e no nega i e, on he con a y, s uden s show hei desi e o be
co ec ed, as well as being dissa is ied when eache s do no do i .
In his s udy we ha e ound simila esul s, al hough he esul s a e no e y
consis en , he e is a endency in he s uden s' esponses o show a posi i e a i ude
owa ds ha ing hei p onuncia ion e o s co ec ed h ough p omp s ( epe i ion) (g aph
2) and also ecas s (g aph 1). As o he s uden s' p e e ence o one ype o ano he and
con as ing hese esul s wi h he e e enced in o ma ion, we do no ind a conclusi e
answe , as can be seen in g aphs 1 and 2, i seems ha he s uden s unde s ood he e o
be e and had he acili y o epai i when ecas was used, unlike his, in he case o
epe i ions he s uden s did no know well how o epai he e o since hey did no
know he co ec o m o he e o . Once again, his could be due o he small sample
size, he age di e ence o he s uden s in his and o he s udies and also he di icul y o
some o he co ec ed wo ds.
4. Conclusion
The p esen sec ion will elabo a e on he conclusions linked o he objec i es
and hypo heses se ou o his p ojec , as well as a e lec ion on he whole expe ience o
ca ying ou a s udy in ol ing an in e en ion. The aim o his s udy was mainly o ill
in he gaps ha ha e no been ho oughly in es iga ed, due o he ac ha , as men ioned
se e al imes, no many s udies ha e been conduc ed on OCF, no has i been
implemen ed in class ooms.
The P ac icum III in e nship has been he ehicle ha has allowed me o ca y
ou his in e en ion in a p ima y class oom con ex . By ca ying ou a didac ic uni ha
has Goal 3 o he agenda 2030 as i s axis, i has been possible o de e mine ha o al
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
co ec ions a e bene icial in he lea ning p ocess o s uden s, hus e lec ing in hem an
inc eased posi i e a i ude owa ds being co ec ed by eache s.
In addi ion, he eaching o p onuncia ion has been e i ied o be c ucial o FL
lea ning. In ac , i seems o be e en sligh ly mo e impo an han g amma , a leas in
he second and hi d yea s o seconda y school. I has been obse ed ha in ou h g ade
a numbe o eache s no longe ocus so much on i and, ins ead, concen a e especially
on g amma and i s use in language eaching. Mo eo e , Roo hoo and B eeze (2016)
show ha eache s' and s uden s' belie s abou OCF a e o ally he opposi e, as while
s uden s like o be co ec ed immedia ely and mos o hem p e e s o ha e all mis akes
ixed, eache s hold a di e en pe spec i e on his issue, as hey s a e hey do no wan
o udely in e up hei s uden s and dis up he communica ion low.
In all, his s udy has demons a ed he bene i s o using one ype o o al
co ec ion o ano he depending on wha he academic goal is a he ime. Besides his,
we ha e co obo a ed wha Amma and Spada (2006) in hei esea ch compa ing
epe i ions and ecas ound ha one ype is no necessa ily supe io o he o he , as
he e a e a iables ha in luence hei espec i e e ec s. E en so, in Lys e and Mo i
(2006) esea ches hei analyses poin ed ou ha , he use o ecas s is mo e e ec i e
han he use o p omp s, pa ly because he echnique o epe i ion helps o add ess
impo an issues ela ed o acquisi ion, being his mo e e ec i e in o m- ocused
class ooms, such as he one in ou s udy, while p omp s we e mo e bene icial in
meaning- ocused class ooms.
Howe e , i is ue ha his s udy also has i s limi a ions, due o he sho
du a ion o he in e en ion, so we do no ha e all he in o ma ion necessa y o ully
in es iga e all he e o s ha we e no co ec ed in class. Ne e heless, his s udy has
helped o explo e OCF using wo di e en ypes o co ec i e eedback, p omp s and
ecas s, and o assess he ex en o which he ype o co ec ion con ex a ec ed
s uden s' belie s. In addi ion, i has ga he ed qui e a bi o in o ma ion and has also
p esen ed se e al examples o a be e unde s anding o he opic. In addi ion, his
expe imen has also con ibu ed o u he esea ch on p onuncia ion e o s. The e o e,
his s udy may be o g ea use in he nea u u e o hose who wish o del e deepe in o
his opic.
To conclude, I would ecommend ha esea che s ocus mo e on OCF eaching
and ga he mo e da a on his ield o ins uc ion as well. In his way, smalle gaps will
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Final Deg ee P ojec . Facul y o Educa ion in Bilbao
emain and hus enough da a will be collec ed on wha should be done by eache s o
p o ide hei s uden s wi h comple e knowledge. In he mean ime, I belie e ha
educa o s should ocus mo e on he eaching o p onuncia ion and also ix mos o hei
s uden s' mis akes, as long as his does no a ec hei sel -es eem o pu hei lea ning
on hold by discou aging hem om con inuing o pa icipa e in class.
5. P o essional e hics and da a p o ec ion
Con iden iali y and p o ec ion o he objec o he wo k was used o he
ealisa ion o his p ojec . To his end, he ollowing p inciples o e hical
p o essionalism ha e been espec ed: he p inciple o human igh s, he p inciple o he
subjec 's ac ion, and he p inciple o esponsibili y o he in o ma ion. Also, da a
p o ec ion guidelines ha e been applied, due o he ac ha he anonymi y o all he
collabo a ing pe sons has been main ained. In addi ion, he p ojec did no in ol e he
collec ion o pe sonal da a, so his was also le ou o he s udy.
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