Nargol Mokhtari - Department of foreign languages, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Azizeh Chalak - Assistant Professor of foreign languages, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

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

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