Self and Peer Assessment Techniques Towards the Improvement of Two Dental Fricative Sounds

Abstract

This paper analyses the importance pronunciation needs to be given in Colombian English classrooms. The intention of this study was to see how accurate sixth graders in a private school located in Bogotá, Colombia could learn to pronounce the voiced and voiceless fricative sounds /th/ /ð/ using self and peer assessment techniques to improve their pronunciation. The present paper reports the four main constructs worked on throughout this study which are pronunciation, self-assessment, peer-assessment, and teacher-assessment. The results found show that self and peer assessment techniques helped students to learn the pronunciation of two dental fricative sounds.