The Effect of Gender on Iranian EFL Learners’ Self-correction Process in Oral Classroom Pronunciation Errors

The effective role of error making in learning process, if the best technique for treating is taken, can be a good reason to conduct some research about different error types and their appropriate correction techniques. Considering the importance of pronunciation in communication and also the significance of self-correction technique in students’ progress, the present study tried to find male and female students’ differences toward using self-correction to treat their oral classroom pronunciation errors. For this aim, 34 Iranian male and female intermediate EFL learners from two private institutes in Isfahan during 4 sessions of a semester were observed and recorded. Through analyzing gathered data, a partly considerable difference in using this technique for correcting pronunciation errors was found between male and female participants, although in comparison to other correction techniques, self-correction was not the mostly used technique in Iranian EFL settings. Based on the findings, some pedagogical applications in order to improve learning process, explicitly pronunciation, were provided

Keywords:

error , pronunciation errors , correction techniques , self-correction , gender