The effectiveness of oral corrective feedback for improving segmental pronunciation in a2 efl learners in a military context

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dc.contributor.authorCasa Molina, Pamela Elizabeth
dc.contributor.authorNúñez Melo, Nayeli Nicole
dc.contributor.authorBonilla Tenesaca, Josué Reinaldo
dc.contributor.authorEgas Herrera, Diana Carolina
dc.date.accessioned2026-06-08T18:41:34Z
dc.date.available2026-06-08T18:41:34Z
dc.date.issued2026-04-25
dc.descriptionVol. 7 Núm. 4 (2026): Abril
dc.description.abstractThe aim of this study was to examine the effects of oral corrective feedback on the development of segmental pronunciation among A2-level English as a Foreign Language (EFL) learners in a military educational context. The study employed a quasi-experimental design with a mixed-methods approach. Thirty adult learners participated and received communicative English instruction with the systematic integration of pronunciation into oral activities. Corrective feedback was provided naturally during classroom interaction, with an emphasis on recasts and explicit correction. Data were collected through pronunciation tests administered before and after the intervention, as well as classroom recordings used to identify feedback types and learner response patterns. Quantitative results revealed a statistically significant improvement in segmental pronunciation accuracy at the end of the instructional period. Qualitative analysis showed that, although recasts were the most frequently used type of feedback, explicit correction generated higher levels of learner uptake with repair. In addition, recurrent difficulties were identified in the production of specific English consonant and vowel sounds. The findings suggest that oral corrective feedback is an effective pedagogical strategy for promoting the development of segmental pronunciation among beginner-level learners. In particular, explicit correction appears to be especially beneficial in facilitating the immediate identification and modification of phonological errors in learners with limited linguistic proficiency.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationCasa Molina, P. E., Núñez Melo, N. N., Bonilla Tenesaca, J. R., & Egas Herrera, D. C. (2026). La eficacia de la retroalimentación correctiva oral para mejorar la pronunciación segmental en estudiantes de inglés como lengua extranjera de nivel A2 en un contexto militar. Ciencia Y Educación, 7(4), 253 - 263. https://doi.org/10.5281/zenodo.19800689
dc.identifier.doi10.5281/zenodo.19800689
dc.identifier.issn2790-8402
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/3705
dc.language.isoen
dc.publisherCiencia Y Educación
dc.relation.ispartofseriesPM-PI-B24-01P1-13; 05504017980
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectPronunciation
dc.subjectcorrective feedback
dc.subjectenglish
dc.subjectforeign language
dc.subjectsegmental phonetics
dc.titleThe effectiveness of oral corrective feedback for improving segmental pronunciation in a2 efl learners in a military context
dc.title.alternativeLa eficacia de la retroalimentación correctiva oral para mejorar la pronunciación segmental en estudiantes de inglés como lengua extranjera de nivel A2 en un contexto militar
dc.typeArticle
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