Corrective Feedback for Pronunciation Errors: Insights and Practices of Indonesian English Teachers

Abstract

This study aims to explore EFL teachers' cognition of corrective feedback in teaching pronunciation and how these cognitions are reflected in classroom practices. The research was conducted at the English Education Department of an Islamic University in Pekanbaru, utilizing in-depth interviews and classroom observations. The findings revealed that both teachers strongly believed in the importance of corrective feedback and demonstrated their knowledge of various feedback types. The study also reported that both teachers implemented all six types of corrective feedback, in which explicit correction and recast dominating their practices. This research highlights the dynamic interplay between teachers' theoretical understanding and practical application, emphasizing the need for professional development to optimize corrective feedback strategies in teaching pronunciation.