Understanding the Nuances: The Quantity and Quality of Learner Feedback in Second‐Language Pronunciation

ABSTRACT This study investigated the feedback behaviors of Chinese learners of English in second‐language (L2) pronunciation. Online written peer and self‐feedback guided by a feedback form were collected from 179 undergraduate‐level English learners over eight weeks. Mixed‐effects models and content analyses of the feedback quantity (i.e., number of words) and quality (i.e., specificity, task alignment, and mode) revealed (1) larger quantity in self‐ than peer feedback, in suprasegmental than segmental feedback, and in those with higher English scores than their lower‐score counterparts; (2) comparable specificity and task alignment in self‐ and peer feedback but more positive comments in peer than self‐feedback, greater specificity and more modes in suprasegmental than segmental feedback, and greater specificity in feedback provided by higher‐score than lower‐score learners. These findings suggest L2 learners’ inadequate abilities in making judgments, which, together with engagement, is influenced by feedback type, pronunciation feature, and L2 proficiency.