The Role of Feedback: Metalinguistic and Elicitation on Pronunciation Achievement of Iranian Intermediate EFL Learners

Abstract

The main goal of this thesis is to investigate the extent to which metalinguistic information and elicitation feedback affect Iranian EFL students to improve their pronunciation achievement. Participants are Iranian students with Intermediate level of proficiency. KET (Key English Test) test was conducted to acknowledge their level of proficiency. Quantitative research was used for the purpose of this study. This study had Meta-linguistic and Elicitation group for six months. Pre-test Post-test design was conducted in order to statistically compare means of both Meta-linguistic and Elicitation groups before and after treatment. The result of data analysis showed that there is a significant difference between means of Meta-linguistic and Elicitation groups. It was concluded that getting metalinguistic information feedback in Meta-linguistic group as a treatment effects on student’s pronunciation achievement but getting elicitation feedback in Elicitation group does not have a significant effect on student’s pronunciation achievement.

Keywords: Metalinguistic- Elicitation- Pronunciation