THE EFFECT OF DELAYED AND IMMEDIATE ORAL CORRECTIVE FEEDBACK ON L2 PRONUNCIATION IN EMERGENCY DISTANCE EDUCATION

With the sudden shift to online teaching with COVID-19 in 2020, ELT professionals and EFL learners found themselves an environment relatively less interaction, distant from their ordinary classrooms. In such a setting, critical aspect of language teaching, oral corrective feedback (OCF), has become even more important for both sides. context emergency distance education, this study focuses on effect delayed immediate OCF Turkish university students’ L2 pronunciation scope speaking course, views they received. respect, 23 students taking communication skills course through instruction were monitored total eight weeks errors throughout process recorded. One group received while other had delayed, individualized pronunciation. A posttest based these was administered at end process. The results showed decrease all students, difference number during semester statistically significant groups. However, mean size larger who exposed feedback.