‘The Effect of Immediate and Delayed Pronunciation Error Correction on EFL Learners’ Speaking Anxiety ‘ by Ali Asghar Gharaghanipour, Arash Zareian & Fatemeh Behjat


In the field of Second Language Acquisition (SLA), classroom interaction has been widely discussed by teachers and researchers. In this field, different viewpoints on classroom interaction and discourse have been studied which have mainly concentrated on either teachers or students and their speech. When the focus sheds lights on language teaching and learning, and more specifically on learning English as a Foreign Language (EFL), the main issue is the language itself and how it is used in the interaction between students and teacher – student in the classroom. In the present study the focus was on the effect of immediate and delayed pronunciation error correction on EFL learners speaking anxiety. The participants in the study were sixty female intermediate EFL students, between 15 and 17 years old. A quasi-experimental research design was employed with a treatment lasting for a weeks on two intact groups—one experimental and one control group. They were then categorized as high and low proficient learners on the basis of the scores they gained in an OPT test.  the final result has stated that more proficient learners experienced less anxiety in class and they were more relaxed to answer the questions or participate in discussions The results of t-test indicated that there was a significant difference between the experimental group and the control group. It indicated that the high proficient learners with delayed error correction used more words per minute compared to low proficient ones. The result indicated that high proficient respondents were less likely to feel anxious about their errors in the language classroom, which means that proficiency, error making, and anxiety are interrelated

Index Terms: Error correction, pronunciation correction, speaking anxiety.

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