Pre‐Service English Teachers' Peer Corrective Feedback Practices in L2 Pronunciation

ABSTRACT While research in instructed second language acquisition (ISLA) emphasizes the positive impact of corrective feedback (CF) in improving L2 pronunciation skills, teachers often provide feedback inconsistently and focus primarily on segmental, word‐level issues. This is usually associated with either lack of training or confidence, but it may also be due to insufficient hands‐on experience. In this study, 11 pre‐service teachers (PSTs) of English, who were enrolled in a 15‐week pronunciation pedagogy course, completed two written peer corrective feedback (PCF) sessions based on their peers' spontaneous speech samples: the first after instruction on segmentals and the second after suprasegmentals. In this study, we analyzed the quality of written feedback (defined by accuracy, content focus, and clarity) across two sessions and examined PSTs' perceptions about peer feedback. Findings indicate that feedback accuracy was high in both sessions, with a modest improvement from the first to the second feedback session. Training also led to more balanced feedback addressing both segmentals and suprasegmentals in the second session. Clarity improved as PSTs increasingly used metalinguistic terminology and provided detailed explanations. PSTs' perceptions showed that PCF was considered to be useful for raising self‐awareness, developing evaluation skills, and preparing PSTs for future teaching roles, despite initial challenges stemming from lack of knowledge and experience. Results underscore the value of integrating peer feedback practices into teacher education.