Specialized Teacher Feedback: Teachers Have Some Say

by Reza Norouzian and Zohreh R. Eslami Texas A&M University (Texas, United States of America) Keywords: grounded theory, theoretical sampling, specialized feedback, EFL settings   Abstract Results from theory-driven research on error feedback are open to doubt as they come from comparing different techniques of error feedback under varying conditions. Using openended interviews and the […]

Personalising Input to Address Khmer Speakers’ Pronunciation Issues

by Gareth Morgan Centre for English Language Communication, National University of Singapore  (Singapore, Singapore) Keywords: consonant sounds, elision, L1 interference, learner autonomy, pronunciation, word stress   Abstract The paper focuses on the personalization of pronunciation input based on the differences between Khmer and English. This personalised approach is in contrast to generic coursebookbased pronunciation syllabi, […]