The Effect of Explicit and Implicit Feedback on the pronunciation of Short Vowels among the Iranian EFL learners

Mastering proper pronunciation is not just a matter of learning individual sounds. Many students can hear and make the different sounds for all the vowels and consonants in English. between their native tongue and English. This study aims to investigate the effect of implicit and explicit feedback on pronunciation improvement among Iranian EFL learners. To this end, ۶۰ EFL students were chosen randomly. The participants in this study were assigned to three equivalent groups of ۲۰ students. The experimental groups received ۵ sessions of explicit and implicit feedback in pronunciation of short vowels. The students in the explicit group explicitly received feedback through recasting and the students in the implicit group implicitly received feedback via metalinguistic feedback. To collect the data, the participants were given a teacher-made pronunciation test as pre-test and post-test. To analyze the data, t-test was run. The result of the study revealed that the difference between the mean scores of the experimental and control groups were significant (p<۰.۰۵). The study also showed that implicit feedback was more effective in improving the pronunciation of short vowels than the explicit one (p<۰.۰۵).