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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN
ENSEÑANZA DEL INGLÉS
“A DESCRIPTIVE STUDY ON THE
IMPLEMENTING OF RECAST CORRECTIVE
FEEDBACK TECHNIQUE TO CORRECT
ENGLISH PRONUNCIATION MISTAKES
AMONG ADULTS 7TH GRADERS AT CINDEA
ALAJUELITA, 2018”
LISA PAMELA ÁLVAREZ GONZÁLEZ
SETIEMBRE, 2018

2. JUSTIFICATION
There are many concerns about the best way to correct
mispronunciation of students and look for possible tools that help
students to avoid repeating these mistakes throughout the learning
process.

3. PROBLEM STATEMENT
• Recast is one of the most commonly used corrective feedback
technique; nonetheless, many professors could be uncertain about
its effectiveness and suitability for an adult learner population. This
is the reason for the following question:
• What are the outcomes of implementing “Recast Corrective
Feedback Technique” for correcting English pronunciation mistakes
among adults 7th graders at CINDEA Alajuelita, 2018?

4. GENERAL OBJECTIVE
To identify the results of implementing “Recast Corrective
Feedback Technique” for correcting the most common English
pronunciation mistakes among adults 7th graders at CINDEA
Alajuelita, 2018.

5. SPECIFIC OBJECTIVES
• To identify the English most common pronunciation mistakes of adult
7th graders for developing a corrective plan.
• To state the oral corrective feedback preferences of adult 7th graders
for offering the students a corrective plan.
• To analyze the uptakes of adult 7th graders when corrected with
“Recast Corrective Feedback Technique” for determining the
immediate action of students after being corrected.

6. SPECIFIC OBJECTIVES
• To determine whether or not adult 7th graders correct
pronunciation mistakes of certain words in which “Recast
Feedback Technique” was applied previously.
• To develop a Proposal that can help professors to implement
different corrective feedback techniques for correcting
pronunciation mistakes.

7. VARIABLES
• English most common pronunciation mistakes
• Preferences of adult 7th graders for oral corrective
feedback
• Uptakes of adult 7th graders when corrected with Recast
• Correction of pronunciation mistakes of certain words

8. THE INSTITUTION
 The CINDEA de Alajuelita is located in Alajuelita, San José
 It was founded in 2017, in a night mode; it is part of the teaching
programs for young people and adults.
 It has a total population of almost 800 students
 180 students are from 7th grade.
 The institution staff is approximately 25 teachers and the English
teachers are 4.

9. THEORETICAL FRAMEWORK
Smith (2010:p.26) has pointed out that “teachers have repeatedly
been reported to show a preference in classroom practice for
Recast”.
Likewise, Hawkes (2007:p.2) has indicated that recast occurs more
often than any other type of corrective feedback.
In these lines, the authors have presented recast as one of the
most frequently used corrective techniques

10. THEORETICAL FRAMEWORK
According to Perdomo (2008:p.63), the results have revealed
that “Recast tends to benefit more proficient students... in the
research… students with higher scores for previous knowledge
also did better under recast condition”.
This means that the outcomes of the implementation of Recast
can vary depending on proficiency level of students.

11. THEORETICAL FRAMEWORK
Those results differ from the previous article, where Gómez,
Hernández and Jiménez (2010:p.267) have reported that the
outcomes of the application of Recast are not very positive due
to the lack of explicitness and reformulation.
In addition, the authors have affirmed that Recast technique
does not give as positive results as other corrective feedback
techniques.

12. METHODOLOGYCAL FRAMEWORK
• DESCRIPTIVE RESEARCH Descriptive research is used to obtain
information concerning the current status of the phenomena through
observation, analysis and description.
• EXPLORATORY RESEARCH Exploratory research provides greater
understanding of a concept or a problem when a researcher has a
limited amount of knowledge about the issue.

13. • QUANTITATIVE APPROACH Quantitative approach uses
measurable data to formulate facts and uncover patterns in
research.
• QUALITATIVE APPROACH It is used to gain an understanding of
reasons, opinions, and motivations. It provides insights into the
problem or helps to develop ideas
• MIXED APPROACH Through Mixed approach can be easy to
describe and to report. This approach takes advantage of using
multiple ways to explore a problem.
METHODOLOGYCAL FRAMEWORK

14. • POPULATION The population of 7th graders from CINDEA
Alajuelita taken into account to reach the main goals of this
research is one hundred and eighty adult students.
• SAMPLE The sample is 18 adults 7th graders from CINDEA
Alajuelita with ages varying between 18 and 40 years old.
METHODOLOGYCAL FRAMEWORK

15. ANALYSIS OF THE OBSERVATION
• During a reading comprehension class, when students were
asked to read aloud, they mispronounced single vowel sounds
of words. For instance in “purple,” many students said /u/
instead of /ɜ/, in “waste,” students said /ɑ/ instead of /eɪ/
• When the teacher corrected mistakes of students, immediately
after the implementation of recast almost all students repeated
the recasted words correctly.
• A week after that, the students were asked to read aloud the
same paragraph; nevertheless, they did not remember the
correct pronunciation of those recasted words and
mispronounced them again.

16. ANALYSIS OF THE INTERVIEW
 The teachers consider that the most common pronunciation
mistakes are in the pronunciation of the singular present tenses
as students tend to forget the pronunciation of the “s” or “es”.
 Regarding error correction strategies, some teachers express
that they let students speak freely and correct their mistakes once
they have finished talking; but if the mistake is repetitive and is
making other people uncomfortable, it is necessary to correct it
immediately.

17. ANALYSIS OF THE INTERVIEW
• Regarding the reactions of students when are corrected with
Recast, teachers indicate that sometimes students ignore the
correction, and other times, they correct themselves.
• Related to the efficiency of Recast, teachers indicate that
sometimes students forget the feedback and continue making
the same mistakes.

18. ANALYSIS OF THE QUESTIONNAIRES
FEELINGS OF STUDENTS WHEN ARE CORRECTED BY THE
TEACHER
0
89
0
11
Embarrased Calm Annoyed Other

19. PREFERENCES ON FREQUENCY
FOR ERROR CORRECTION
89
11
Everytime students
make a mistake
When it interferes in
comunication

20. PREFERENCES ON PLACE
FOR ERROR CORRECTION
50 50
In front of the class Privately

21. PREFERENCES ON TIME
FOR ERROR CORRECTION
95
5
Immediately At the end of the class

22. PREFERENCES ON METHOD
FOR ERROR CORRECTION
55
45
In group Individually

23. CONCLUSIONS
• Regarding to the most common English pronunciation
mistakes, students more often mispronounce single vowel
sounds of words. This may be caused by native language
interference because the same five vowels used in Spanish
can be pronounced in different ways when speaking English.
• Findings from this study, indicated that most of students
reported a neutral or positive emotional reaction when are
corrected, and actually preferred being corrected over not
being corrected.

24. CONCLUSIONS
• Recast technique leads almost all students to uptake when
correcting their pronunciation mistakes since most of students
repeated the corrected words immediately after the
implementation of recast.
• The fact that most of students corrected words immediately but
subsequently mispronounces those words, reveals that uptake of
students helps professors to become aware of students
recognition of mistakes; nevertheless, uptake of learners does not
guarantee subsequent correction of mistakes.

25. GENERAL CONCLUSION
The researcher has obtained negative outcomes of the
implementation of recast among a group of adult learners.
These results show that even though almost all students
produce uptake when are corrected with Recast, they do not
subsequently repair all the mistakes of the recasted words.

26. COST OF THE STUDY
Source: Álvarez, Lisa (2018).
Note: Exchange rate established at 570 colones per dollar by BCCR on July 1st, 2018.
Professional hour Colypro rated at 13.600 colones on July 1st, 2018.

27. RECOMMENDATIONS
• To achieve more specific and concrete results, it is suggested
comparing recast to other oral corrective feedback techniques to find out
which one produces better results.
• It would be necessary to analyze proficiency levels of adult students to
determine if the results of implementing recast could be different.
• As a final suggestion, it would be useful to make periodic assessments
in order to know how long the reparation of mistakes lasts. For instance,
it would be interesting to know if after a month, one of the participants
still pronounces a recasted word correctly.

28. PROPOSAL OF
IMPLEMENTING
DIFFERENT CORRECTIVE
FEEDBACK TECHNIQUES
FOR CORRECTING
ENGLISH PRONUNCIATION
MISTAKES AMONG ADULT
7th GRADERS

29. JUSTIFICATION
• The concern about oral error correction arises due to some feedback
techniques might not be the most appropriate for the type of population
that professors are teaching; therefore, sometimes students could inhibit
from expressing themselves in the foreign language, limit their
participation, and finally desist from trying communicate in the foreign
language.
• That is the reason way this Proposal intends to provide teachers with
tools that allow them to improve their teaching practice.

30. GENERAL OBJECTIVE
To develop a practical workshop for English teachers where they
learn the most recommended corrective feedback techniques for
correcting English pronunciation mistakes among adults 7th
graders at CINDEA Alajuelita.

31. SPECIFIC OBJECTIVES
• To determine the previous knowledge of English teachers about
corrective feedback techniques for correcting mispronunciation of
students.
• To present the corrective feedback techniques in an interactive way
in which English teachers put them into practice in pairs by playing
a role of teacher-student in order to perform an example of
corrective feedback application.

32. PROPOSAL DEVELOPMENT
PHASE 1: TASKS BEFORE THE WORKSHOP
PHASE 2: PHASE 2 WORKSHOP DEVELOPMENT
TIMING PLACEMENT LOGISTIC PARTICIPANTS
FACILITATOR PPT

33. BRAINSTORMING
WORKSHOP DEVELOPMENT

34. CORRECTIVE FEEDBACK TECHNIQUES PRESENTATION
WORKSHOP DEVELOPMENT

35. PLAYING A STUDENT-TEACHER ROLE
WORKSHOP DEVELOPMENT

36. GROUP DISCUSSION
WORKSHOP DEVELOPMENT

37. COST OF THE PROPOSAL
Source: Álvarez, Lisa (2018).
Note: Exchange rate established at 570 colones per dollar by BCCR on July 1st, 2018.
Professional hour Colypro rated at 13.600 colones on July 1st, 2018.

38. SWOT ANALYSIS
STRENGTHS
Some strengths that the institution will have are professional teachers
committed to the institution with a great desire to learn and constantly
improve.
Another strength is the collaboration of the principal for the training of
teaching staff permission; finally, CINDEA Alajuelita is an institution
with good facilities since it has a large equipped teachers room

39. WEAKNESSES
One weakness of this Proposal is that teachers could initiate the
implementation of different corrective feedback techniques but then
they could give up of applying the techniques when they do not see
immediate results in the improvement of pronunciation correction by
students
SWOT ANALYSIS

40. OPPORTUNITIES
Implementing this Proposal would give English teachers the
opportunity to reinforce teaching methodologies and improve their
teaching practice by including new ways and techniques to correct
pronunciation of students. Furthermore, students would have the
opportunity to be corrected in the most appropriate way.
SWOT ANALYSIS

41. THREATS
A threat to this Proposal is a predisposed mind to stop doing the
same things and implement the new ones. Sometimes teachers used
to correct pronunciation mistakes in the same way and if they want to
apply new techniques they need to change their mental patterns.
SWOT ANALYSIS

42. IMPACTS OF THE PROPOSAL
• INSTITUTIONAL IMPACT The more significant effect of this
Proposal at the CINDEA Alajuelita is giving English teachers
different corrective feedback techniques to help learners to improve
student target language speaking skills.
• COMMUNITY IMPACT In addition, if teachers apply corrective
feedback techniques appropriately, it would have a positive result
on students since a helpful oral feedback may influence student
motivations and attitudes towards the target language learning.

43. OTHER STUDIES DERIVED
• This research has focused on teacher correction; however, there are other forms
of error correction which could be very important to investigate such as Student-
Student Correction (Peer Correction) and Self-Correction.
• It could be useful to know the implications of being a teacher that corrects
mistakes constantly by interrupting the student (Heavy corrector); and the
implications of being a teacher that few times corrects the student (Non-corrector)
• It could be significant to carry on studies to explore the effectiveness of other oral
correction feedback techniques by comparing them to Recast to find out which
one produces better results.