EFL Learners’ Perceptions of Pronunciation Corrective Feedback: Insights from Synchronous High Variability Phonetic Training

This chapter reports a study on English as a foreign language (EFL) students’ perceptions of pronunciation corrective feedback (PCF) in the Zoom-assisted classroom. Data were collected through a questionnaire administered to 40 EFL learners and in-depth interviews with a subset of 15 students after a 10-h virtual pronunciation teaching using High Variability Phonetic Training (HVPT). The findings revealed that the learners generally exhibited statistically significant positive perceptions of PCF. However, some participants reported some challenges, including a lack of confidence to engage in synchronous online discussions after receiving PCF from the teacher, inconvenience of the session time, and low student–student interaction. The study underscored the theoretical and pedagogical implications of incorporating synchronous online PCF into EFL instruction. That is, the findings elicited the need for a learner-centred approach in online EFL instruction, emphasizing the importance of addressing challenges, such as confidence issues, session timing, and learner interaction to enhance the overall effectiveness of pronunciation corrective feedback.